Childminder

Childminder

Unique reference number (URN): 2807467 Registered with Ofsted: 10/10/2024 Registers: EYR

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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 make steady progress from their starting points and develop the age-appropriate knowledge, skills and confidence they need for their next stage of learning. Younger children develop increasing physical confidence. For example, they independently climb on and off a ride-on motorcycle, demonstrating growing balance and coordination. Older children develop the confidence and independence they need for preschool and school. Children typically achieve appropriately across the areas of learning for their age and stage of development.

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Achievement Expected standard

Most children build securely on their previous learning and use this confidently as they encounter new experiences. They confidently make choices about their play and develop their own ideas during child-led activities. Children apply familiar skills during their play and increasingly manage everyday routines independently. They develop communication and language skills that are typical for their age and stage of development. Children are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear and consistent routines that help children understand what is expected of them. She prepares children well for changes throughout the day. For example, children receive a five-minute warning before it is time to come indoors. They respond positively to this and move calmly from outdoor play to tidying away before returning inside. Children become familiar with these routines and generally respond well to the clear expectations in place.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards learning. They remain engaged in activities, cooperate well with one another and show consideration for their peers. For example, children listen to one another during play and respond positively to reminders from their peers. They willingly return mugs, saucepans and other resources to the correct place before moving indoors. These routines help children develop responsibility, cooperation and respect for others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes behaviour expectations that reflect children's differing ages and stages of development. She monitors children's absence and identifies emerging patterns so she can work with parents to encourage regular attendance. As a result, children develop positive attitudes to learning, establish secure routines and are well prepared for the expectations of their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder provides consistent, nurturing care that reflects children's individual routines and wellbeing needs. She works closely with parents before children start and throughout their time at the setting to understand their unique care routines, preferences and changing needs. The childminder follows children's established routines and shares information about their day with parents. This helps provide consistency between home and the setting, enabling children to settle quickly and feel emotionally secure.

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Children's welfare and wellbeing Expected standard

The childminder responds sensitively to children's changing needs throughout the day. During personal care routines, she explains what she is doing and engages children through warm, kind conversations. Children appear relaxed, smile and confidently communicate with the childminder, showing they feel secure in her care. During hot weather, the childminder reminds children to drink regularly and adapts daily routines so that they remain comfortable and continue to enjoy their play. These thoughtful responses help children feel valued and cared for.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing through everyday care routines. Following personal care, she encourages children to wash their hands and follows effective hygiene procedures before children return to play. These well-established routines help children develop healthy habits while promoting their wellbeing and growing independence.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that helps children become confident, independent learners and prepares them for their next stage of learning. She plans experiences around children's interests and uses regular visits within the local community to broaden children's understanding of the world. Assessment informs the activities she plans so that they build on what children already know and can do.

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Curriculum and teaching Expected standard

The childminder balances planned activities with child-led play. For example, children independently develop their own ideas through role play, including pretending to make cauliflower soup, while others choose water and small world play. The childminder introduces mathematical language through children's play. She adapts her teaching to children's differing stages of development. For example, younger children explore filling and emptying containers, while older children count the numerals on a measuring jug and compare how much water each container holds.

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Curriculum and teaching Expected standard

Children's ideas and interests shape much of their play. However, the childminder does not consistently use purposeful interactions to build on these ideas further, deepen their thinking or extend their vocabulary. For example, when children talk about what they are making during imaginative play, the childminder does not always extend the conversation beyond their initial responses. As a result, children do not consistently benefit from rich interactions that help them think more deeply and develop their language skills.

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Inclusion Expected standard

The childminder identifies children's individual needs before they start through discussions with parents and 'All About Me' information booklets. She uses this information to follow children's established routines and tailor her care to meet their individual needs. Flexible settling-in arrangements help children feel secure and reduce barriers to their learning and wellbeing from the outset.

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Inclusion Expected standard

The childminder removes barriers to learning by adapting activities, routines and the support she provides to meet children's differing ages and stages of development. For example, she encourages younger children to join in with tidying by taking them by the hand, supporting them to return resources and praising their achievements. During planned activities, she adapts the support she provides to meet children's differing stages of development. For example, younger children receive additional support to identify body parts, while older children independently match different items of clothing to laminated bear figures. These adaptations help children participate confidently alongside their peers.

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Inclusion Expected standard

The childminder understands how to support children with special educational needs and/or disabilities. She explains that she would use visual supports, simplify her language and establish consistent routines to help children access learning and daily experiences. The childminder understands when to seek advice from the local authority inclusion adviser and other professionals, so children and their families receive timely support. This helps reduce barriers to children's learning and wellbeing and promotes an inclusive environment.

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Leadership and governance Expected standard

The childminder has a clear vision to help children become confident, independent learners who are ready for their next stage of learning. She reflects regularly on children's progress with her co-childminder before completing assessments. Key children are allocated according to the days they attend. The childminder ensures both adults know every child well.

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Leadership and governance Expected standard

The childminder attends monthly local authority professional development meetings and engages with other childminders to share ideas and discuss practice. These discussions help her keep her early years knowledge up to date. The childminder values professional learning and continually develops her knowledge and expertise. She seeks advice from the local authority when needed and identifies further training that will strengthen her practice, including developing her knowledge of special educational needs and/or disabilities. She maintains effective partnerships with parents through daily communication. Parents contribute to children's assessments by sharing achievements and experiences from home. This helps the childminder and parents develop a shared understanding of children's development.

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Leadership and governance Expected standard

The childminder generally prepares children well for their move to preschool and school by developing their confidence, independence and social skills. However, she has not yet developed links with other settings that children may attend to help support continuity in children's learning and development. As a result, opportunities to share information that supports children's ongoing learning and development are not fully established.

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

Children are happy, settled and confident in this welcoming childminding setting. They quickly become familiar with daily routines and help with everyday tasks, such as opening their own drinks bottles and tidying away resources after play. These familiar routines help children feel safe and secure while developing their growing independence. Children become increasingly independent as they explore their interests and make their own choices. They develop warm, trusting relationships with the childminder as she knows their individual routines, interests and care needs well. As a result, children settle quickly, engage confidently in play and develop a secure sense of belonging.

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

Children enjoy learning through play and follow their interests as they explore the environment. They regularly visit places such as parks, libraries and the allotment, where they develop curiosity and an understanding of the world around them. Children meet with other childminders and children, helping them build friendships and develop the social skills they need for preschool and school. Typically, the childminder adapts her interactions to children's differing stages of development. For example, younger children receive reassurance and support to join in routines and activities, while older children receive greater challenge through conversation and play. This helps children make appropriate progress from their starting points.

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

Children cooperate well with one another and respond positively to the childminder's gentle encouragement. They willingly help with everyday routines and show consideration for others. The childminder celebrates children's individuality by recognising different family backgrounds and important celebrations. She helps children understand that every family is unique and works closely with parents to ensure children and their families feel welcomed and included. Consequently, children flourish in an environment that promotes their wellbeing, confidence and positive attitudes to learning.

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Next steps

The childminder should strengthen the implementation of the curriculum further by consistently using purposeful interactions to deepen children's thinking and extend their vocabulary. The childminder should develop links and share information with other settings that children attend to support continuity in children's learning and development.

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About this inspection

The inspector spoke with the childminder 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 : 08:00 - 17:00,Tuesday,Wednesday,Thursday : 08:00 - 16:30

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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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