Childminder

Childminder

Unique reference number (URN): 2789202 Registered with Ofsted: 12/06/2024 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 motivating progress through the curriculum from their individual starting points. They demonstrate growing confidence, independence and enthusiasm for learning. Communication and language development is particularly well developed. Children engage in meaningful conversations, confidently express their ideas, ask questions and use an increasingly rich vocabulary during play and interactions. They listen attentively, respond thoughtfully and maintain engagement during stories and discussions.

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Achievement Strong standard

Children demonstrate aspiring positive attitudes towards learning, perseverance and an ability to work cooperatively with others. They develop respect for diversity and show an understanding of differences between people, families and communities. Through nurturing relationships, high-quality interactions and ambitious learning experiences, children acquire the knowledge, skills and behaviours needed for the next stage of their education. They are very well prepared for school and future learning, both socially and academically.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from warm, respectful interactions and feel safe, secure and valued. The childminder provides nurturing and attentive care. She is patient and caring and promotes the importance of attendance effectively. This promotes children's wellbeing, independence and positive behaviour. Children are kind, willingly share and enjoy positive relationships with their peers. Children are observed laughing and singing together and showing affection towards friends, creating a happy and welcoming environment.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently anticipate daily routines and demonstrate a secure understanding of expectations. For example, children independently recognise when it is time for lunch, wash their hands and talk about saying goodbye to germs, reflecting their understanding of hygiene and self-care practices. Children display increasing independence during care routines. They confidently use open-top cups and manage personal care tasks appropriate to their age and stage of development. The childminder promotes independence by introducing opportunities for children to practise cutting fruit and pouring. Children develop manipulation and control skills, which are revisited regularly. Children are self-sufficient.

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Behaviour, attitudes and establishing routines Strong standard

Children receive high levels of attentive care. Care practices are implemented consistently and with attention to children's individual needs. The childminder maintains high standards of hygiene, safer eating practices and safe sleep procedures. Through her positive role modelling and nurturing approach, children develop positive attitudes towards personal care, hygiene, behaviour and relationships. This secures a culture where children feel secure, respected and ready to learn.

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Children's welfare and wellbeing Strong standard

The childminder supports children as individuals effectively. She provides highly effective care practices that are tailored to meet children's individual needs, such as supporting healthy diet preferences by giving children ample choice and encouragement to try new foods regularly. Children overcome limited diets and have positive attitudes to trying healthy foods from a young age.

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Children's welfare and wellbeing Strong standard

The childminder knows children exceptionally well. She uses secure relationships and ongoing assessment to ensure that all children, including those facing barriers to learning or wellbeing, are supported to access high-quality experiences and make progress from their starting points. Where needed, she adapts practice swiftly and sensitively to ensure that all children thrive.

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Children's welfare and wellbeing Strong standard

The childminder has secure, responsive relationships with parents, this being a clear strength of the setting. Regular communication and shared awareness of regular attendance with parents helps to establish warm, trusting attachments with babies and children. These bonds underpin children's emotional security and enable them to engage positively in learning and care routines. They are supported effectively to develop an understanding of their wellbeing from a young age. Children engage in healthy lifestyle choices from an early age.

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Children's welfare and wellbeing Strong standard

Children are emotionally secure. The childminder supports children to recognise, express and manage their emotions. This is achieved through calm, consistent interactions and sensitive guidance. The childminder helps children to understand feelings and develop strategies for self-regulation through open discussion about how children feel and why. This contributes to a secure sense of emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder delivers an ambitious, well-sequenced curriculum that supports children to build knowledge, skills and confidence over time. A broad range of indoor activities reflects children's next steps. Learning is purposeful and tailored to individual needs, and key concepts are revisited to help children practise, consolidate and apply their learning.

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Curriculum and teaching Strong standard

Teaching supports children's exploration and understanding effectively. The childminder skilfully narrates play, introducing new vocabulary and extending language development. She builds on children's knowledge by suggesting play ideas that encourage deeper thinking and sustained engagement. Children are given time to process questions and respond, promoting confidence, communication and independent thinking.

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Curriculum and teaching Strong standard

Children engage enthusiastically in meaningful learning. For example, they role play brushing play dough from model teeth, developing an understanding of self-care and healthy habits. They make connections to the wider world by driving toy cars and identifying colours. Children collaborate successfully with blocks, demonstrating teamwork, problem-solving and creativity.

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Curriculum and teaching Strong standard

Children show pride in their achievements. They use tweezers to sort bears, demonstrating control, concentration and perseverance. The childminder encourages persistence, developing resilience, positive attitudes to learning and fine motor skills.

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Curriculum and teaching Strong standard

Children confidently repeat new vocabulary and remain highly engaged during story time. That there is an embedded focus on early literacy is evident as children enthusiastically explore books, identify vehicle sounds and develop attention through skilful questioning and discussion.

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Inclusion Strong standard

The childminder demonstrates an innovative understanding of the importance of meeting children's individual needs to ensure that all children can access learning and thrive. She is responsive to children's wellbeing and adapts practice to reduce barriers to participation. For example, she provides heightened reassurance and emotional support to cater to children who are shy in new situations.

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Inclusion Strong standard

The childminder considers the needs of all children, including those who may be disadvantaged, have special educational needs and/or disabilities or face other barriers to their learning and wellbeing, through thoughtful planning and flexible provision. She ensures that activities remain engaging and meaningful for every child. For example, she uses children's interests in water play to support communication and language development while simultaneously promoting comfort and wellbeing during hot weather.

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Inclusion Strong standard

The childminder's inspiring, nurturing approach helps children develop confidence, self- esteem and resilience. She provides equitable support and attention to all children, ensuring that everyone feels valued. Clear boundaries and positive behaviour expectations help children develop advanced social skills and positive relationships. For example, children say, 'I love you' to one another, while giggling during snack time. The childminder skilfully adapts teaching to follow children's interests, enabling them to express themselves. They build on prior learning and experience success, such as learning to play collaboratively in the home corner. As a result, children, including those who may have previously lacked confidence, demonstrate increasing independence, confidence and engagement in learning.

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Leadership and governance Strong standard

The childminder provides clear strategic leadership. This underpins a well-defined vision that prioritises positive relationships, flexible practice and children's wellbeing and achievement. She draws on her previous experience in early years settings to shape a curriculum that is engaging, responsive and ambitious. This ensures that children learn through purposeful play and thrive in a nurturing environment.

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Leadership and governance Strong standard

Governance is understood effectively and embedded through the childminder's oversight of the setting, ensuring compliance, safeguarding and high standards of care and education. She maintains a clear focus on continuous improvement and ensures that practice aligns with statutory requirements and good practice guidance. Professional learning and expertise are prioritised through regular training and ongoing development opportunities. The childminder is committed to improving her own knowledge and practice, ensuring that learning from training is implemented effectively to enhance outcomes for children. She feels valued and supported by local authority and other professionals. She manages all responsibilities effectively, contributing to consistent and high-quality provision for children.

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Leadership and governance Strong standard

Parental and community engagement are key strengths. The childminder is supportive to families' needs. The childminder builds strong, trusting relationships with families, providing regular communication and guidance to support children's development at home. She also maintains valuable community links, enabling families and children to access wider services, support networks and enriching local experiences that extend learning beyond the setting. Children have limitless opportunities to learn.

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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 demonstrate high levels of engagement, curiosity and confidence as they access a rich outdoor learning environment. They eagerly participate in a range of activities, particularly enjoying farm-themed water play and perfume-making. Children independently select resources and sustain involvement for extended periods, reflecting positive attitudes towards learning.

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

Children confidently use a wide range of tools and equipment during water and sand play. They skilfully manipulate jars, spoons, taps, containers and other resources to fill, empty, pour and transport materials. During perfume-making, children mix petals with water, experimenting with combinations and observing changes. They show growing independence and problem-solving skills as they choose resources and achieve their intended outcomes.

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

Children are confident and self-assured, keen to share their ideas, experiences and learning. They move confidently between activities, making purposeful choices. Children build secure friendships, collaborate effectively and demonstrate strong communication skills as they negotiate roles, share resources and develop imaginative play. For example, they work together to create baby bottles and wash 'ducks' in the water. They extend one another's ideas, readily share resources, show consideration for others and contribute to a culture of care.

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

Children's behaviour is exemplary. They understand and follow expectations well and demonstrate high levels of self-regulation. When minor disagreements arise, the childminder responds swiftly and sensitively, helping children resolve conflicts, understand emotions and reinforce positive behaviour. As a result, children quickly return to play and maintain positive relationships.

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

The childminder supports children's learning exceptionally well by assessing what they already know and skilfully building on this through meaningful interactions. Mathematical language is embedded throughout play, enhancing understanding of capacity, quantity and comparison. Timely guidance and appropriate correction foster high expectations and continuous learning. Children are inquisitive, motivated and enthusiastic learners who ask questions, test ideas and explore confidently. They are curious, resilient and sustain engagement, showing they feel safe, valued and inspired. Children make inspiring progress in their learning and development.

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Next steps

The childminder should ensure continued improvement in her successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, parents 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 : 06:30 - 18:30

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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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