Childminder

Childminder

Unique reference number (URN): 2799774 Registered with Ofsted: 09/01/2025 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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes high expectations for behaviour and consistently models kindness, respect and good manners. Children respond positively and demonstrate exemplary behaviour throughout the day. They confidently use polite language, share resources and remind one another to use kind words. The childminder responds calmly and consistently when children need support. As a result, children quickly regulate their behaviour and show care and respect for their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children develop secure relationships with the childminder and one another. They feel safe, valued and confident to express their thoughts and feelings. For example, children are confident to say, 'No, thank you. I don't like this,' demonstrating growing confidence in communicating their needs. Children happily collaborate during imaginative play, help one another harvest vegetables and work together to tidy the environment. Children confidently follow well-established routines. They independently put on their outdoor jackets before going out to play. Children are keen to help tidy resources, sweep the floor, clean tables and help load the dishwasher after meals. They care for their environment without prompting. These routines develop children's independence, responsibility and confidence while preparing them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes good attendance through strong partnerships with families. Her consistent approach helps children feel secure, settle quickly and thrive.

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Children's welfare and wellbeing Strong standard

The childminder provides warm, nurturing care that meets children's individual needs. Children develop secure attachments and feel safe, happy and valued. They confidently seek reassurance, share their thoughts and express their feelings. For example, children tell the childminder when they feel happy or sad and confidently explain when they do not like something. The childminder responds sensitively and helps children recognise and manage their emotions, strengthening their confidence and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children benefit from healthy lifestyles and meaningful first-hand experiences. They grow and harvest vegetables, prepare them for lunch and confidently discuss healthy foods. These experiences promote healthy eating, communication and an understanding of the world. Children remain highly engaged outdoors. They confidently choose resources, sustain their play and demonstrate curiosity, independence and resilience. Children confidently follow well-established routines. They wash their hands, maintain good personal hygiene, tidy the environment and prepare for rest independently. These routines develop children's independence, help them understand how to keep themselves healthy and safe, and prepare them well for their next stage of learning.

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Children's welfare and wellbeing Strong standard

The childminder knows children exceptionally well and responds quickly to their changing care and developmental needs. She adapts daily routines, the environment and activities to promote children's physical and emotional wellbeing. Her responsive approach helps children feel safe, secure and supported. They develop confidence, resilience and positive attitudes towards learning.

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Inclusion Strong standard

The childminder creates an inclusive environment where every child feels valued and participates fully in daily experiences. She identifies children's individual needs early through ongoing assessment, regular reviews and close partnerships with parents. She adapts activities, resources and the environment to reduce barriers to learning while maintaining high expectations for every child.

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Inclusion Strong standard

The childminder responds quickly when concerns emerge. She adapts the environment, introduces targeted resources and reviews children's progress regularly. As a result, children make strong progress. For example, some children make significant progress and begin to work within expected developmental ranges. The childminder continues to monitor the child's development and adjusts support as needs change. The childminder works effectively with families and other professionals to improve outcomes. She successfully supports children who speak English as an additional language by learning key words, using visual resources and working closely with parents to promote communication. The childminder uses personalised family books, tailored support during periods of family change and regular progress reviews to help children feel secure and develop a strong sense of belonging.

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Inclusion Strong standard

Although no children currently receive additional funding, the childminder demonstrates a secure understanding of how she would use funding strategically to remove barriers to learning, provide targeted support and improve outcomes for children with additional needs. This proactive and reflective approach helps children, including those who face barriers to learning, make strong progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates a strong understanding of the provision's strengths and identifies clear priorities for improvement. Regular reflection and decisive action improve outcomes for children. The childminder reviews children's progress, evaluates the learning environment and adapts resources to children's changing interests and developmental needs. This reflective approach drives continuous improvement.

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Leadership and governance Strong standard

Children and families remain at the centre of decision-making. The childminder builds strong, trusting relationships with parents. This is done through daily communication, online updates and regular discussions about children's learning and wellbeing. Parents' views are valued and used to support a collaborative approach. This provides consistency between home and the setting. Themed events, family barbecues and shared learning experiences further strengthen partnerships and create a strong sense of community. The childminder demonstrates a strong commitment to professional development. Regular training and engagement with local authority updates keep knowledge current. Advice and guidance inform reflection and strengthen practice. This supports continued improvements to the quality of education and care.

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Expected standard

The childminder maintains accurate records and consistently meets statutory requirements. Safeguarding, 'Prevent' duty and paediatric first-aid training remain up to date. Policies, risk assessments and documentation are regularly reviewed. High expectations for the provision and for children underpin practice. Ongoing reflection strengthens the quality of provision. Children benefit from a safe, nurturing environment. They thrive and make good progress from their starting points.

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Achievement Expected standard

Children, including those who face barriers to learning, receive effective support and make good progress from their starting points. They develop the knowledge, skills and confidence needed for their next stage of learning. They confidently care for living things and explore the natural world through regular visits to farms, parks, libraries and the local community.

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Achievement Expected standard

Children benefit from a well-resourced outdoor environment that promotes all areas of learning. They confidently take on the role of builders, explore the mud kitchen and independently explore water play. Children also enjoy imaginative play, using animal masks and small-world toys to take on different roles and create their own stories. These experiences develop children's creativity, communication, problem-solving skills and confidence while encouraging them to lead their own learning.

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Achievement Expected standard

Children demonstrate effective listening and attention skills. They follow instructions well and remain highly engaged during story times, listening with sustained concentration and enthusiasm. The childminder could further strengthen children's progress by supporting their learning through open-ended questioning, introducing new vocabulary and embedding mathematical concepts during everyday play and routines.

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Curriculum and teaching Expected standard

The childminder delivers a broad curriculum that reflects children's interests and stages of development. She knows children well and plans experiences across all areas of learning. Children confidently explore the indoor and outdoor environments and sustain purposeful play for extended periods. For example, they enjoy water play, pretend to make tea, harvest vegetables, and care for plants and fish. They also confidently re-enact familiar stories and engage in imaginative play, such as caring for toy babies. These experiences develop children's independence, creativity and understanding of the world. The childminder adapts activities to meet children's individual needs. She works closely with parents and other professionals to reduce barriers to learning. She regularly reviews children's progress and adapts her teaching when needed. As a result, children make good progress from their starting points.

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Curriculum and teaching Expected standard

The childminder supports children's communication through stories, songs and meaningful conversations. For example, children discuss foods during a picnic, identify colours and confidently retell familiar stories using puppets. However, the childminder does not always use open-ended questions or introduce new vocabulary to extend children's thinking during spontaneous play. Overall, children's early mathematical development is promoted through everyday experiences. However, the childminder does not consistently embed mathematical language and concepts, such as counting, comparison and measure, during role play and sensory activities. As a result, children do not consistently deepen their communication, language and mathematical understanding as well as they could.

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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 flourish in this warm, nurturing environment. They feel safe, valued and eager to learn. They confidently explore the rich indoor and outdoor environments. They independently select resources that reflect their interests and sustain purposeful play for extended periods. Children develop secure attachments with the childminder and one another. These secure relationships create a strong sense of belonging. Children show kindness, empathy and respect. They regularly remind their friends to use kind words, share resources and care for one another. Children confidently express their feelings and demonstrating growing confidence in communicating their needs.

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

Children enjoy learning and actively engage in meaningful first-hand experiences. They harvest vegetables they have grown and care for plants and fish. Children explore stories through books and puppets and confidently re-enact familiar stories from memory. Children develop strong communication skills, imagination and an understanding of the world through these experiences. Children eagerly participate in daily routines. They independently tidy away resources, clean tables, care for their environment and prepare for sleep. The childminder provides timely support that reflects children's individual needs and prepares them well for their next stage of learning.

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

Children, including those who face barriers to learning, make good progress from their starting points. They receive timely support that reflects their individual needs. They access the same ambitious experiences as their peers and confidently participate in all aspects of the provision. Children behave exceptionally well. They build positive relationships and collaborate naturally during their play. Overall, children remain highly engaged, demonstrate a genuine love of learning and leave the setting as confident, happy and curious learners who are well prepared for their next stage of education.

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Next steps

The childminder should strengthen the quality of interactions during play to provide greater challenge, particularly by extending children's mathematical thinking and communication and language. The childminder should provide greater opportunities for children to develop independence by allowing them sufficient time to complete everyday tasks before offering support.

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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: Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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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