Casey, Helena

Childminder

Unique reference number (URN): 2828267 Registered with Ofsted: 25/03/2025 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 generally demonstrate that they are developing their confidence and independence through everyday play experiences at the setting. Children receive encouragement to communicate verbally with one another, as well as through play cues. Children expand on their resilience through opportunities provided by the childminder. For example, through play dough activities, children independently mix ingredients together, while waiting patiently for their turn. This helps them to expand on their physical development, by using their fine- motor skills.

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Achievement Expected standard

Older children demonstrate their growing independence by putting on their own shoes and attempting to fasten them with confidence. They show resilience when completing these tasks and take pride in managing aspects of their self-care independently. Occasionally, opportunities for children to develop their fine-motor skills and problem-solving through daily self-care activities, are not as consistent. This means that children do not consistently develop the coordination and confidence needed to complete everyday tasks independently.

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Behaviour, attitudes and establishing routines Expected standard

Children generally have a positive attitude to learning, and they enjoy exploring their environment and playing with one another. Children share common interests in play, and enjoy working collaboratively, despite the different age groups. During activities, children understand how to take turns and wait patiently. For example, during outdoor play, children work collaboratively with one another in the sandpit and enjoy role playing. This helps them to develop patience, and an understanding of sharing and cooperating with others. Children develop secure bonds with the childminder and often seek reassurance from her when they become upset. The childminder teaches children to regulate their emotions by soothing them and helping them to calm down. This helps children to feel safe and secure, giving them the confidence to continue to explore their environment and engage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder regularly praises positive behaviour. Children respond well to this and continue to behave positively. As a result, children develop an understanding of what is expected of them, and remain motivated to make positive behaviour choices. The childminder ensures that her approaches to supporting children's behaviour are tailored to children's individual needs, such as communicating verbally with older children, with reminders about boundaries.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate a secure understanding of the daily routine. They typically respond well to instructions, such as helping to tidy away resources before mealtimes and finding their seats to sit at the table. This helps them to develop a sense of responsibility and confidence in day-to-day routines.

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Children's welfare and wellbeing Expected standard

Children have a positive understanding of how to take care of themselves through encouragement and support from the childminder. Children understand the routines that are needed for them to meet their own self-care needs. For example, children receive support from the childminder to wash their hands before and after mealtimes. The childminder prepares children for upcoming routines, helping them to understand how to manage their own needs. For example, children move confidently, from playing to lining up to wash their hands, waiting patiently for their turn. As a result, children develop increasing independence and a clear understanding of daily routines.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to support them to provide children with healthy and well-balanced meals at mealtimes. The childminder typically engages with children in regular discussions about food choices and their preferences. As a result, children are encouraged to make healthy choices and develop a positive understanding of nutritious foods, supporting their knowledge on how to keep themselves healthy.

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Children's welfare and wellbeing Expected standard

The childminder values outdoor learning at the setting. Children benefit from daily access to outdoor play, and regular outings within the local community. This means that children have opportunities to explore and understand the outside world, as well as benefiting from regular fresh air and exercise.

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Children's welfare and wellbeing Expected standard

At times, children do not consistently develop their independence and self-help skills through everyday routines, such as preparing their own snack. As a result, they do not have consistent opportunities to develop their problem-solving and confidence skills in this area.

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Curriculum and teaching Expected standard

The childminder typically has an accurate understanding of what she would like children to be able to do at the setting, as a result of the curriculum. There is an emphasis on activities and play opportunities developing from children's interests, which the childminder generally extends further through her support. In most areas, there is a focus on children developing their independence skills, to ensure they are ready for the next stage of learning. Older children receive encouragement to develop their communication and language skills further, to ensure they can communicate their needs effectively. The childminder promotes this by regularly having meaningful conversations with children during play. For example, children enjoy rolling different coloured balls down cardboard tubes, and collecting them as they roll away. The childminder encourages discussion by talking about the colours and counting

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Curriculum and teaching Expected standard

how many balls have been collected. This supports children's vocabulary and listening skills, as well as an understanding of basic mathematics.

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Curriculum and teaching Expected standard

Younger children enjoy throwing and kicking balls during outdoor play. This helps children to develop their gross motor skills through physical play. The childminder does well at engaging in activities with children, to build on their interests and develop their social interactions. There are occasions when children's engagement during activities is not consistently maintained, due to a lack of consistent high-quality teaching. This results in children needing reminders about expected behaviour and boundaries. This can sometimes interrupt the flow of learning and reduce opportunities for children to remain fully engaged in their play.

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Inclusion Expected standard

The childminder typically identifies potential barriers to children's learning, and maintains open communication with parents and carers to discuss these. She considers each child's individual circumstances and identifies appropriate next steps to support steady progress. The childminder adapts the environment well to ensure that all children can access activities. For example, she uses different heights of booster seats to meet children's needs, while ensuring that all children have access to sit at the table.

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Inclusion Expected standard

The childminder recognises the different ages and abilities of children that she cares for, which means this may create barriers for engagement. The childminder ensures that any barriers to learning are minimised by ensuring resources are accessible for all children. For example, tuft trays are kept on the floor to enable younger children to access activities easily. This means that children of different ages are encouraged to independently access resources at their own level.

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Inclusion Expected standard

The childminder generally demonstrates an understanding of how to support children who may need additional help, including those with emerging behavioural needs. She works closely with parents to share strategies and monitor progress, to ensure there is consistency for the child both at home and in the setting. The childminder values inclusive practice and is proactive in seeking additional training to strengthen their knowledge. As a result, children receive support, to always feel included and able to fully participate in learning.

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Leadership and governance Expected standard

As a whole, the childminder has a positive approach to the practice they provide at the setting. The childminder values positive parent partnerships and maintains regular communication throughout the day. For example, she checks in with parents and carers daily to share information about children's experiences. Detailed conversations during handovers further promote open communication and create opportunities to discuss any concerns where necessary. As a result, children benefit from a collaborative approach from both parents and the childminder, supporting their emotional security and opportunities to progress.

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Leadership and governance Expected standard

The childminder regularly reflects on their practice, identifying areas for further improvement. For example, she recognises the importance of completing additional training to further develop their knowledge in specific areas. This means that the quality of care and learning experiences for children continues to improve, supporting children to be able to thrive and progress well.

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Leadership and governance Expected standard

Parents typically speak positively about the setting, and feed back that their children feel settled. They benefit from open communication between themselves and the childminder. Parents also appreciate the 'home-from-home' environment, and talk positively about their children's progress and settling-in periods. As a result, children benefit from a positive sense of belonging and care.

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Leadership and governance Expected standard

There is a positive sense of community at this setting. The childminder organises regular outings with local groups to promote partnership working and share ideas. The childminder identifies the positive impact this has on children, particularly for their personal, social and emotional development. As a result of this, children access a wide range of learning experiences through social opportunities, supporting their confidence and sense of belonging within the community.

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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 at a nurturing setting that has a 'home-from-home' feel. Children quickly feel excited to join the setting and feel happy when greeted by the childminder and peers. Children feel comfortable as they begin to explore their environment and feel excited when other children arrive at the setting. Children enjoy playing collaboratively with one another and respond well to one another's play cues. For example, they have fun playing with sand, making pretend food for one another. This helps them to develop their imagination and curiosity, while also expanding on their social skills and interactions.

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

Children typically achieve well at the setting, with progress being carefully monitored by the childminder. Children are encouraged to develop their independence skills to ensure they are ready for the next stage of learning. Children enjoy problem-solving, and show resilience when working things out for themselves. The childminder understands her role to support children who may face barriers to learning, to ensure they can make steady progress through learning experiences.

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

Children benefit from learning experiences that are suitable for different age groups. Activities and resources are adapted to ensure that all children have enriching learning experiences, to be able to thrive. Children thoroughly enjoy meeting other childminding groups outside of the setting, such as local parks and activity groups. This shows the positive sense of community that the setting has. It also provides children with the opportunity to develop their social skills with one another, as they are encouraged to communicate through play and learning experiences outdoors.

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

The childminder recognises the importance of children developing their communication and language skills, in order for them to communicate their needs. Children typically take turns with one another well, and demonstrate positive manners by using phrases, such as 'please' and 'thank you' during their play. This is recognised by the childminder, who acknowledges this behaviour and positively reinforces this through praise. This helps children to recognise and repeat positive behaviours, promoting respect for each other. As a result, children build relationships and develop their social and emotional development.

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Next steps

The childminder should support children to consistently remain engaged in their learning, such as by planning activities and resources that reflect their individual abilities and next steps in learning more precisely. The childminder should provide children with further opportunities to develop their independence and resilience skills.

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About this inspection

The inspector spoke with the childminder and parents and carers 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 : 08:00 - 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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