Childminder

Childminder

Unique reference number (URN): 2802966 Registered with Ofsted: 10/10/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear and well-established rules and routines that the children know, understand and follow confidently. For example, children know that they need to wash their hands before mealtimes and help to tidy away toys when they have finished. The childminder is a positive role model and helps children develop confidence and independence. As a result, children confidently explore their environment, make choices in their play and take pride in completing tasks for themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She carefully considers children's developmental stages, as well as any possible barriers children may face, when setting clear expectations. Children learn to respect each other and their differences as they play together. The childminder gently supports children to share resources and gives lots of praise as children do this. Subsequently, children play harmoniously together and are beginning to resolve minor conflicts with growing independence, finding solutions alongside their friends.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains an accurate overview of children's attendance and has procedures in place should a child not arrive as planned. This supports children's welfare and promotes good attendance and punctuality.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She recognises that nurturing relationships with children and their families provide a strong foundation for children to settle, develop confidence and engage positively in their learning. When families are going through times of change, the childminder swiftly identifies this and adapts the support she offers to children and parents and carers. For example, she adapts pickup times to support smoother transitions and provides resources about babies to celebrate the arrival of a new sibling. Parents highlight how the childminder ensures that all family members are supported, especially during settling-in procedures. As a result, children settle quickly and build strong attachments with the childminder. These relationships help children feel safe, settled and ready to engage in play and learning.

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Children's welfare and wellbeing Strong standard

Children are supported to develop an understanding of their physical health and personal safety through everyday routines. For example, when resources break, children are taught about the risk this poses and discuss how to stay safe as a result. Healthy lifestyles are promoted through discussions and practical experiences, including exploring healthy food choices and growing and preparing fresh fruit. Outdoor play and physical activities further support children's wellbeing and contribute to their overall health and development. The childminder provides a vast range of opportunities for children to get out and about. They regularly visit parks, attend soft-play centres and toddler groups, and explore the natural world. These experiences support children's emotional wellbeing and promote healthy lifestyles. Children develop confidence in unfamiliar environments, learn how to keep themselves safe and build positive relationships with others. As a result, they feel secure,

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Children's welfare and wellbeing Strong standard

resilient and ready to embrace new experiences.

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Inclusion Strong standard

The childminder provides an inclusive and supportive environment for all children, including those who may face barriers to learning. She is skilled at identifying children's individual needs and recognising any possible challenges they may face. Children receive highly effective support that enables them to overcome any potential barriers to learning and achieve the best possible outcomes. The childminder has a thorough understanding of each child's individual needs and quickly identifies when additional support may be required. She works closely with parents and carers, and other professionals, where appropriate, and continually updates her knowledge and skills through additional training. As a result, children make sustained progress from their starting points, and any gaps in children's learning are swiftly identified and carefully planned for.

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Inclusion Strong standard

The childminder is ambitious for all children. She ensures that all children, including those who face barriers to learning, are fully included in all aspects of her provision. The childminder skilfully adapts activities, resources, teaching approaches and the learning environment to meet each child's individual needs. For example, she gathers information about children's home languages and uses these, alongside English, to aid children's understanding and communication. This means that every child can participate fully, develop confidence and build on what they already know and can do.

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Inclusion Strong standard

Children are thoroughly supported through times of change and transition. The childminder carefully prepares them for new experiences by talking through upcoming changes and using conversations, stories and visual resources to help them understand what to expect. She creates a warm, nurturing environment where children feel safe to express their thoughts and emotions. These adaptations enable children to manage change positively and overcome challenges with increasing confidence and independence.

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Leadership and governance Strong standard

The childminder places children's best interests at the centre of every aspect of her practice. She demonstrates a strong commitment to providing a safe, inclusive and well-organised environment where children feel secure and are able to thrive. The childminder understands her roles and responsibilities well and remains committed to providing high-quality care and education that meet the individual needs of every child, including those who face barriers to learning. Through regular reflection and self-evaluation, the childminder accurately identifies strengths and priorities for development. She uses training, advice from other professionals and current knowledge to drive continuous improvement, enhancing the quality of teaching and children's learning experiences. This contributes to positive outcomes for all children.

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Leadership and governance Strong standard

The childminder establishes highly effective partnerships with parents and carers and other professionals to promote consistency in children's care and learning. Parents value the warm, trusting relationships she builds and report that communication is highly effective. The childminder regularly shares information about children's progress and works closely with families to provide consistent support between home and the setting, helping children feel secure and continue to make good progress. She collaborates effectively with other settings that children attend, ensuring information is shared promptly. This coordinated approach

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Expected standard

supports smooth transitions, strengthens continuity in children's care and learning, and contributes to children making sustained progress.

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Achievement Expected standard

All children, including those who face barriers to their learning, are making positive progress in all areas of their development. Their individual learning needs are consistently considered, preparing them well for the next stage in their learning. Children have many opportunities to develop their independence. From a young age, they learn to attend to their own personal hygiene needs, such as washing their hands before eating. Before heading outside to play, children know where to find their own shoes and put them on independently or with some support where needed.

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Achievement Expected standard

Children develop confidence in communication and language skills. They enjoy listening to stories with the childminder. Younger children listen intently as the childminder names the objects they point to, building on their non-verbal communication. Older children demonstrate a secure understanding of familiar books by retelling them to family members at home. Opportunities such as these help to reinforce children's language, comprehension and early literacy skills. However, occasionally, background music continues to play during interactions. This means children do not always benefit from an environment that provides them with the time and space to fully communicate their ideas and develop their speaking skills even further.

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Curriculum and teaching Expected standard

The childminder delivers and implements an ambitious, inclusive curriculum that reflects each child's individual needs, interests and stage of development. She uses observations and discussions with parents and carers and other professionals to build progressively on what children already know and can do, adapting her teaching to suit each child's individual needs.

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Curriculum and teaching Expected standard

The childminder uses opportunities throughout the day to develop and enhance children's communication and language. She engages in meaningful conversations with children, reads stories, narrates their play and introduces new vocabulary to extend their language skills. For example, children enjoy learning about the herbs in the childminder's garden. She encourages them to describe the smell of the mint leaves and links this to previous learning about the different flavours of toothpaste. Children delight in developing their physical skills as they learn how to use a knife safely to cut lemons, which they combine with the mint to make drinks. The childminder introduces and reinforces descriptive vocabulary, such as 'sour' and 'sharp', to help children express their ideas. However, at times, the childminder does not give children enough time to think about, process and respond to her questions. As a result, children do not always have opportunities to develop their thinking skills or time to

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Curriculum and teaching Expected standard

formulate an answer to express their ideas fully. The childminder naturally weaves mathematical teaching into daily routines. As children play, the childminder encourages them to talk about their own age and the age of their friends, using their fingers as a visual representation. While drawing dinosaurs, the childminder encourages children to help count the number of claws on each leg and extends their knowledge by exploring how many they have altogether.

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Curriculum and teaching Expected standard

The childminder consistently recognises children's misconceptions in knowledge and supports children to reach an accurate understanding. For example, when children use words such as 'smooth' incorrectly to describe the texture of a dinosaur, the childminder provides children with a range of textures to compare and explore.

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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 thrive in this warm, welcoming and nurturing setting. They settle quickly into familiar routines and build secure trusting relationships with the childminder. She responds consistently and sensitively to children's individual needs. Children feel safe, valued and emotionally secure. They confidently explore their environment, make independent choices about their play and engage enthusiastically in learning. For example, children choose to play with the toy airport, drawing on their own experiences of going on holiday. They learn about the role of the control tower, take turns with their friends and use their imagination as they pretend to be pilots.

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

Children develop a strong sense of belonging. Their home languages, family experiences and individual interests are reflected in everyday routines and activities. For example, children proudly talk about their friends and family while looking at photos displayed around the setting. They recognise themselves and those who are important to them and speak with confidence about their own experiences.

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

Children typically benefit from rich, meaningful interactions throughout the day. The childminder responds sensitively to their verbal and non-verbal cues, creating frequent opportunities for purposeful conversation. Children communicate their ideas, thoughts and feelings with growing confidence. They readily engage in discussions, knowing the childminder listens attentively, values their contributions and responds positively. For example, as children explore the outdoor kitchen, they discover herbs and spices. They eagerly share their findings and engage in lively discussions about what the spices are called, where they come from and how they smell. The childminder encourages them to listen carefully to others and engage in back-and-forth conversations. Children play cooperatively, share resources and take turns, demonstrating positive social skills and developing respectful relationships with others. They enjoy learning, remain deeply engaged

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

in play and make good progress across all areas of their development.

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Next steps

The childminder should further consider how to support children's communication and language skills to ensure they consistently have opportunities to build on their growing vocabulary.

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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 : 07:30 - 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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