Childminder

Childminder

Unique reference number (URN): 2555291 Registered with Ofsted: 26/11/2019 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 achieve well across the curriculum and make consistent progress from their individual starting points. They become confident communicators who ask questions, express their ideas and use an increasingly broad vocabulary. Children who previously had limited English now communicate confidently and use a wider range of words. They develop mathematical knowledge through everyday experiences. For example, children accurately count how many snacks are needed, identify colours and confidently recall that mixing yellow and blue makes green.

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Achievement Strong standard

Children develop increasing independence and physical skills. They use scissors confidently, pour their own drinks, use tongs with control, make choices and safely use tools during practical experiences. Children apply what they have previously learned. For example, they follow instructions involving numbers and recall mathematical concepts during their play.

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Achievement Strong standard

Children who may face barriers to their learning and/or wellbeing participate successfully and achieve well. They listen to stories, explore their surroundings and develop increasing independence. Older children develop the communication, emotional security and practical skills they need for school. As a result, children develop secure knowledge, skills and confidence that prepare them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear expectations and routines that help children develop positive behaviour and attitudes to learning. Children learn to share, take turns, use good manners and play cooperatively with others. The childminder and her assistants model respectful behaviour, such as saying 'please' and 'thank you', and calmly remind children of expectations. Children listen attentively, follow familiar rules and develop positive relationships with their friends.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows children exceptionally well and sensitively adapts her approach when they need additional support to manage their emotions and behaviour. For example, she recognises that changes in children's family circumstances affect their emotions at times. The childminder talks calmly, provides reassurance and works with parents to support transitions between home and the setting. This individualised approach helps children to feel secure, regulate their emotions and become ready to re-engage in learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently considers children's individual interests. This supports positive engagement. If children are reluctant to participate, she revisits experiences in different ways so they can continue to access the intended learning. Parents understand the importance of established routines and communicate absences effectively. They are punctual at drop-off and collection. This helps children benefit from continuity in their daily routines. As a result, children develop secure attitudes and behaviours that prepare them well for school and their next stage of learning.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm and nurturing environment where children's individual care and emotional needs are met extremely well. Secure relationships help children feel safe and settled. When children become upset, the childminder responds sensitively to their individual circumstances. She offers reassurance and helps them to recognise and regulate their emotions. The childminder comforts babies and younger children when they are tired and carefully monitors their sleep. This helps them to feel secure and ensures their individual routines are respected.

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Children's welfare and wellbeing Strong standard

Children develop increasing independence and an understanding of healthy lifestyles through well-established daily routines. For example, older children wash their hands, help prepare the table and independently select healthy foods using tongs. They spread butter on crumpets, while younger children feed themselves and drink from cups. Assistants sit with children as they eat, promoting safer eating while using conversation to extend children's language.

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Children's welfare and wellbeing Strong standard

Children develop physical confidence and learn how to keep themselves safe. They enthusiastically participate in action songs, mini athletics and martial arts, strengthening their physical skills. Older children safely use knives to prepare fruit. During ice play, the childminder draws children's attention to potential hazards, such as slippery floors. These experiences help children to develop a strong sense of emotional security, personal safety, healthy habits and independence. As a result, children are very well prepared for their next stage of learning, in school and beyond.

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Curriculum and teaching Strong standard

The childminder provides an ambitious curriculum that builds effectively on children's interests, individual needs and what they already know and can do. She plans activities that help children to become confident communicators, independent learners and curious explorers who are well prepared for school. She shares her knowledge of children with assistants. This means learning experiences are planned purposefully and children build progressively on their skills.

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Curriculum and teaching Strong standard

Teaching is highly engaging and encourages children to think, communicate and solve problems. For example, when exploring blocks of ice, the childminder supports children to consider how to melt them and predict what will happen when different-coloured water is mixed. The childminder weaves mathematics into everyday routines. Children count how many snacks are needed, and she encourages them to check their answers. This helps them to develop accuracy and confidence in using numbers.

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Curriculum and teaching Strong standard

The childminder adapts teaching effectively so that all children, including those who may face barriers to learning and/or wellbeing, access the curriculum. She works with other settings children attend to promote continuity in their learning. As a result, children remain motivated, develop knowledge and skills across the curriculum, and are well prepared for their next stage of learning.

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Inclusion Strong standard

The childminder creates a highly inclusive environment where she considers children's individual needs and circumstances. She gathers detailed information from parents before children start and continues to work closely with families to identify changes in children's needs. For example, when children who may face barriers to learning and/or wellbeing experience changes in their family circumstances, the childminder recognises changes in their emotions and behaviour. She responds sensitively, talks calmly to children and works with parents to provide consistent support. This helps children to feel secure, regulate their emotions and continue to participate successfully in learning.

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Inclusion Strong standard

The childminder makes effective adaptations to reduce barriers to children's learning. For example, children who may face barriers to learning and/or wellbeing sit close during story sessions. This helps them to see books clearly and access the same learning as their peers. She works with external professionals and supports parents to seek additional help when children need it. This helps ensure children promptly receive tailored support.

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Inclusion Strong standard

The childminder uses highly effective strategies that close gaps in children's communication and language. For example, she sends home 4 new words each week so parents can continue to reinforce learning at home. Children who previously had limited English now confidently use a wider vocabulary and communicate successfully. As a result, the childminder's inclusive practice makes a demonstrable difference for children who may face barriers to learning and/or wellbeing. They feel valued, participate fully and achieve well from their individual starting points.

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Leadership and governance Strong standard

The childminder has high expectations for the quality of care and education children receive. She works effectively with the co-childminder to plan provision and establish clear responsibilities. For example, she always prepares meals while the co-childminder remains with the children. This ensures children continue to receive attentive supervision and support. The childminder knows the strengths of her provision and continually develops opportunities that broaden children's experiences. For example, specialist teachers provide French, mini-athletics, martial arts and drama, while visits to the allotment further extend children's learning. These experiences help children develop confidence, physical skills and wider knowledge. As a result, children are well prepared for their next stage of learning.

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Leadership and governance Strong standard

The childminder prioritises her assistants' professional development and wellbeing. She monitors practice, carries out supervisions, shares learning from her own training and encourages assistants to extend their professional knowledge. This helps to ensure consistency in approach and high standards across the setting. Assistants describe how this strengthens their confidence and expertise. The childminder is flexible and responsive to her assistants' needs, including adjusting rotas when necessary. This creates a supportive culture where assistants feel valued and equipped to provide high-quality experiences for children. On reflection, the childminder recognises the need to create more opportunities for her co-childminder to take a lead, strengthen partnerships and develop greater confidence and autonomy in her role as a childminder. Partnerships with families are highly effective. The childminder gathers detailed information

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Leadership and governance Strong standard

before children start, offers settling sessions and works with parents to maintain familiar home routines. She shares information about children's learning, behaviour, sleep and care, helping families provide continuity at home. Parents speak extremely positively about the support their children receive and the progress they make. The childminder involves children in meaningful community experiences, such as raising money for a homeless shelter and deciding how funds are used. This helps children understand that their actions can positively contribute to the lives of others.

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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 are happy and confident and feel secure in this warm and welcoming setting. They arrive happily, separate comfortably from their parents and eagerly choose what they would like to do. Children develop close relationships with the adults who care for them and confidently approach them for help. They enjoy spending time with their friends, talking about their interests and sharing their ideas. Children who may face barriers to their learning and/or wellbeing receive sensitive support that reflects their individual circumstances. This helps them to feel valued, manage their emotions and participate successfully alongside their friends.

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

Children enjoy a broad range of interesting experiences that encourage them to explore, investigate and be curious. For example, they discover a caterpillar outdoors and listen intently to 'The Very Hungry Caterpillar', making connections between their experiences and stories. Children explore water as they fill and empty containers, climb and swing outdoors and develop increasing balance and coordination. Babies and younger children confidently explore their surroundings and become steadier on their feet. Older children develop control as they colour pictures and independently use scissors to cut around shapes. These experiences help children develop their physical skills, curiosity and confidence to try things for themselves.

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

Children enjoy talking and learning together. They discuss their favourite ice creams, count the different flavours they have created and confidently talk about pictures as they share books. Parents value the experiences their children receive and support regular attendance. They inform the childminder when children will be absent and are punctual at drop-off and collection. This helps children benefit from familiar routines and continuity in their experiences. As a result, children flourish and develop the confidence, knowledge and skills they need for their next stage of learning.

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Next steps

The childminder should continue her excellent hard work to ensure transformational outcomes for all children, in particular children with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, co-childminder, assistants, 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 : 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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