Childminder

Childminder

Unique reference number (URN): EY290294 Registered with Ofsted: 12/10/2004 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 rapid progress from their starting points because learning experiences are well matched to their developmental needs and interests. Young children develop physical skills as the childminder supports them to balance, run and kick balls. They engage readily with dancing and exploring the outdoor garden with increasing confidence.

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Achievement Strong standard

Older children develop early literacy and mathematical knowledge. They follow multi-step instructions, recall stories with increasing detail and use new vocabulary confidently. Children independently count, sequence and compare quantities, demonstrating secure mathematical understanding. Children apply learning across different situations. They recall previous learning. For example, while threading using fruits, the children name 'kiwi', 'avocado' and 'lemon'.

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Achievement Strong standard

All children, including those who may face barriers to learning, become independent learners who make choices and persevere with challenges. They show resilience during structured activities, following each modelled step and adapting their work with concentration and pride. Children with emerging English skills make positive progress because the childminder repeats key vocabulary for them and activities are adapted so all children can participate confidently. Children develop the knowledge and confidence needed for the next stages of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's positive behaviour, relationships and attitudes to learning effectively. She uses well-established and consistent routines for all children. The childminder creates a calm, nurturing and highly inclusive environment. Children feel safe and respected and develop a sense of belonging. For example, they confidently follow routines though daily tasks and explore the setting with increasing confidence and independence.

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Behaviour, attitudes and establishing routines Strong standard

Children receive support and encouragement to manage their behaviour and feelings positively. This helps them to develop respectful relationships with others. For example, the childminder uses stories and discussions to help children to understand sharing and being kind. As a result, children cooperate well, help to tidy away resources and show positive attitudes towards their learning and play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear communication methods with children and families. She has robust procedures in place to ensure that children's attendance is a priority and followed up promptly. There are clear expectations for punctuality, so children attend her provision consistently and settle well into her nurturing home. This helps children to establish positive routines and experiences in their early learning.

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Children's welfare and wellbeing Strong standard

The childminder has extremely high regard for children's welfare and wellbeing. She ensures the space is consistently safe and welcoming. She knows children incredibly well and ensures that their needs are met effectively. For instance, personal needs for all children are met with diligent hygiene practices. The childminder reviews procedures and amends practice according to the differing needs of children.

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Children's welfare and wellbeing Strong standard

Children are sensitively taught how to manage their feelings and emotions at age- and stage-appropriate levels. The childminder checks in with children frequently and adapts her practice in response to their needs. For example, when children say they are feeling tired, she gently asks whether they would like to rest, prepares a cot immediately and ensures they feel comfortable and reassured. The childminder teaches children about the nutritional benefits of healthy food. She supports the children to understand the importance of being outdoors and physically active. Children learn about how to lead a healthy lifestyle. This supportive approach helps children develop emotional resilience and positive habits that contribute to their overall wellbeing.

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Curriculum and teaching Strong standard

The childminder has an ambitious curriculum with a sharp focus on maintaining and developing children's language and creativity. She plans experiences that build on what children already know and can do, ensuring they develop across all areas of learning.

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Curriculum and teaching Strong standard

Teaching is purposeful and responsive. The childminder skilfully models language, introduces new vocabulary and encourages children to talk about their experiences. She rephrases and extends language for children when needed, ensuring every child can participate fully. During story time, she pauses intentionally and allows children to continue the story, supporting early literacy, recall and deeper comprehension. Activities are linked to familiar stories to help children consolidate learning, make connections and express their creativity. Mathematical concepts are woven naturally into play and daily routines. Children count, sequence numbers, compare quantities and use mathematical language confidently. When exploring different shapes, children are able to recognise most shapes independently. The childminder sensitively supports them to remember less familiar shapes by encouraging them to look from a different angle. This strengthens their understanding and enables them

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Curriculum and teaching Strong standard

to apply this knowledge immediately in their play.

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Curriculum and teaching Strong standard

Assessment is used effectively to identify children's next steps and tailor learning to their individual needs. Activities are thoughtfully adapted so that younger children explore age- and stage-appropriate activities, while older children extend their thinking through more structured tasks. The childminder encourages problem-solving and perseverance by asking purposeful questions during activities. For example, she prompts the children to think about what might happen next and to explain their ideas. This supports children to deepen their understanding and make sustained progress.

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Inclusion Expected standard

The childminder has high expectations for children, including those with special educational needs and/or disabilities. Her well-structured curriculum is designed to meet each child's individual needs, interests and stage of development. She carefully adapts her practice to support children who may face barriers to learning. For example, she provides a range of problem-solving activities to support children's knowledge and understanding.

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Inclusion Expected standard

The childminder monitors children's progress through regular observations, using this information to identify gaps in knowledge or skills and to plan purposeful next steps. In general, she knows who to contact when concerns arise and implements strategies that support all children's needs. However, her understanding of identifying emerging needs and planning targeted support strategies is less developed than other aspects of her practice. Although she takes appropriate action, her confidence in recognising children who may have special educational needs and/or disabilities is not yet fully secure.

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Inclusion Expected standard

The childminder supports children to make their own choices and helps them recognise what makes them unique. Children who speak other languages at home are celebrated, and the childminder values their cultural identity through her menu choices, resources and shared celebrations. This helps all children feel understood and confident in the setting.

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Leadership and governance Expected standard

The childminder has a clear understanding of the setting's context, strengths and priorities for development. She is reflective in her practice and draws on previous experience to inform improvements, seeking advice and training whenever she identifies an area that could be strengthened. The childminder engages in professional development through the local authority and evaluates how training impacts her day-to-day practice. She has also enrolled on special educational needs and/or disabilities training to deepen her knowledge and strengthen her ability to identify emerging needs swiftly and accurately. This will help her to ensure that all children's needs are recognised early and that they receive appropriate support and experiences.

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Leadership and governance Expected standard

The childminder takes thoughtful steps to manage her own wellbeing and workload, drawing on the support of other childminders to share ideas and explore good practice. She manages attendance, safer sleep routines and mealtimes effectively to ensure children's welfare is prioritised. This approach enables her to focus on helping children achieve, belong and thrive.

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Leadership and governance Expected standard

Overall, the childminder provides an environment where all children and families feel welcomed and supported. The childminder typically builds positive relationships with parents and carers through daily updates. However, she does not yet have consistent opportunities to share all developmental updates with families. This aspect of communication will further enhance partnerships with parents and positively impact children's learning and development. The childminder maintains high standards across her curriculum. The curriculum is ambitious, well sequenced and rooted in children's individual starting points, with emphasis on communication and language, physical development and personal, social and emotional development. She continually assesses what each child can do, plans purposeful experiences and adapts activities to meet their needs. This ensures that every child is supported to achieve their next steps.

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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 and nurturing environment. They form secure attachments with the childminder, confidently seeking comfort when needed and exploring the environment with increasing independence. Children show pride in their achievements and enjoy positive relationships with the childminder. Children confidently share experiences from home. For example, they talk about where they will go at the weekend with family. This shows a secure sense of belonging in the setting.

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

Children benefit from a rich and varied curriculum that is carefully matched to their ages and stages of development. They become deeply engaged in activities that reflect their interests and next steps. During story time, children show sustained focus and curiosity as they talk about different types of fruit and build on their existing knowledge. Children freely access activities that interest them, exploring resources with independence and confidence. Activities that promote coordination and control are thoughtfully adapted to meet individual needs, including for children who face barriers to learning. This ensures all children can fully participate in the provision and thrive in a supportive environment.

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

Children build successfully on what they already know and can do. They develop early literacy, mathematical understanding and physical skills through well-planned, purposeful activities. Children name colours, sequence numbers independently and use mathematical language confidently in their play. They strengthen fine motor skills through threading and puzzles and develop gross motor skills outdoors through running and playing football.

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

Children thrive because their cultural identity is valued and their home language is celebrated, helping them feel recognised, respected and secure in the setting. The childminder gets to know families well, and they feel supported and valued. She is clear about the importance of regular attendance and explains this to parents before children start. Positive partnerships with parents help children to deepen a sense of security and belonging in the setting.

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Next steps

The childminder should strengthen her knowledge of how to identify emerging special educational needs and/or disabilities so that she can respond swiftly and shape provision more precisely when children require additional support. The childminder should consistently work with parents and carers to further support children's development.

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About this inspection

The inspector spoke with the childminder, staff, 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 - 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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