Childminder

Childminder

Unique reference number (URN): 2814554 Registered with Ofsted: 13/12/2024 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

All children, including those who face barriers to their learning or wellbeing, make secure progress from their starting points. Children strengthen their communication and language skills. They confidently express their needs and broaden their vocabulary through play. For example, they label shapes in the rice tray and talk about the colours and features of different fruits. They use descriptive language such as 'big' and 'heavy' when exploring a coconut, deepening their mathematical understanding.

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Achievement Expected standard

Children build their social skills as they learn to share and negotiate. For instance, they begin to resolve moments of conflict independently, telling their friend they can have the toy when they are finished. Children strengthen their physical development. They practise different skills with activities inside and in the garden. Children begin to develop independence, such as putting on their shoes and choosing activities. However, they sometimes miss opportunities to extend this independence and develop their confidence further, such as during mealtimes and transition times. They show motivation, curiosity and enjoyment in their learning. These skills prepare them well for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder forms warm, positive and supportive relationships with the children. She has high expectations for behaviour that take into account the children's age and stage of development, as well as their individual needs. The childminder supports children to understand these expectations with careful planning of activities to encourage cooperation and consistent modelling of positive interactions throughout the day. For example, she has regular discussions with children about sharing, kindness and taking turns. She reads stories about sharing, encouraging children to take turns to press the buttons, and explains why certain behaviours help everyone to play together happily. She uses explicit praise when children show these positive behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children respond well to this approach. They use polite language such as 'please' and 'thank you' throughout the day. In general, children play well together. When minor disagreements happen, the childminder steps in quickly and calmly supports them to find a resolution. Children also begin to manage small conflicts independently. They use turn- taking language and show developing social skills. Children have positive attitudes to learning. They focus well on activities, such as making sandcastles. The childminder encourages them to keep trying when these tasks become a little difficult. This supports children's resilience and helps them to feel pride in their achievements. Attendance and punctuality are encouraged well. Children arrive ready to take part in the routine, which supports their confidence and helps them benefit from the full learning offer.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe, welcoming and calm environment where children typically enjoy play, feel secure and ready to explore. She is kind and nurturing in her approach and works closely with parents and carers to support children's individual routines, such as sleeping and eating. This ensures that all children's welfare and wellbeing are prioritised. As a result, children are comfortable and settled in the setting. They chat openly with the childminder, seek reassurance when needed and confidently express their needs as they move around the environment.

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Children's welfare and wellbeing Expected standard

Children are supported to understand and manage their emotions. For example, the childminder talks about feelings during stories and uses everyday moments to help children recognise how they feel. She is responsive and caring in her approach. She comforts children with cuddles and reassuring words when they fall over or feel upset. When children struggle with sharing or turn-taking, she helps them identify their emotions and guides them towards calmer, more positive interactions.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are encouraged. For instance, children have regular access to the garden, where they run, climb and practise a range of physical skills. They learn the importance of good hygiene with regular handwashing. The childminder prepares nutritious snacks and meals. She also discusses healthy lunch options with families to support messages about staying healthy.

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Curriculum and teaching Expected standard

The childminder has a secure knowledge of how children learn. She creates a clear and ambitious curriculum suited to children's needs in the setting. The childminder ensures that learning is carefully sequenced so that children build securely on their existing knowledge and skills. Activities are thoughtfully planned around children's interests. This supports children's curiosity, helps them remain absorbed in their play and make meaningful connections with their learning. For example, children enjoy scooping, pouring and moulding rice and shapes in the tuff tray. This strengthens their gross and fine motor skills. They discuss colours and shapes with the childminder, building on their language. The childminder skilfully introduces new vocabulary such as 'yellow cube', deepening children's mathematical understanding and language. She uses high-quality interactions, such as narrating children's play, recasting and extending children's language, as well as regularly

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Curriculum and teaching Expected standard

sharing stories with the children. This further supports children's growing language and communication skills. The childminder's inclusive approach ensures that all children can participate fully. She adapts experiences to meet children's individual needs, including those children who have barriers to their learning or wellbeing.

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Curriculum and teaching Expected standard

Children's social and emotional development is well supported through regular conversations about sharing, kindness and feelings. The childminder models positive behaviour and explains why being kind is important. This helps children develop empathy and build their social skills. The childminder has high expectations for what children can achieve and supports children to develop independence for most of the day, such as choosing their activities and toileting. However, at certain times in the day, such as moving from one activity to another, mealtimes and getting ready for nap time, children miss out on opportunities to develop their independence and build on their confidence further.

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Inclusion Expected standard

The childminder typically identifies children's needs quickly and effectively from the moment they start at the setting. For example, she gathers detailed information from settling-in forms and has regular discussions with parents and carers. She observes children closely to understand their starting points and any emerging needs. The childminder completes progress checks at age 2 years and works closely with parents to support children's needs further, such as signposting parents to health visitors.

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Inclusion Expected standard

The childminder understands the importance of using tailored strategies to support children's needs, including those with barriers to their learning or wellbeing. For example, she uses high-quality interactions, such as narrating play, recasting children's language and introducing new vocabulary to support children's communication and language. This supports all children in making progress with their speech and expressing themselves throughout the day. The childminder understands how to use funding effectively to meet children's needs. For instance, she draws on observations and parent discussions to identify gaps in learning and would use funding for resources or training that directly benefit children. She reviews the impact of support regularly to ensure that all children, including those with barriers to their learning or wellbeing, make secure progress from their starting points.

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Leadership and governance Expected standard

The childminder has a clear understanding of the context of her setting and identifies strengths and areas for improvement with accuracy. She reflects on her practice regularly and takes appropriate action when changes are needed. This ensures that children's welfare, learning and development are always prioritised. The childminder works closely with other settings and local schools. She shares information to support smooth transitions and to ensure that children's needs are met consistently.

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Leadership and governance Expected standard

The childminder has undertaken training to deepen her understanding of children's development and how they learn. However, she has not completed professional development to strengthen her knowledge of children's individual needs and the external support available, including for those with special educational needs and/or disabilities or barriers to their learning and wellbeing. This means children with emerging or more complex needs might not get the timely, well-matched support they require.

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Leadership and governance Expected standard

The childminder builds excellent relationships with parents and carers. She maintains regular and effective communication through daily conversations at drop-off and pick-up, as well as sharing photos and updates via messaging apps. This helps parents understand their children's next steps and how they can support learning at home. Parents feel well informed and involved in their children's experiences.

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

Children love coming to the setting and arrive excited to see the childminder. There is a sense of belonging as she warmly welcomes them and takes the time to talk with parents and carers. Children's attendance is well promoted by the childminder, who works closely with families to support the value of consistent routines. This helps children to arrive settled, confident and ready to engage in learning. Children feel safe and valued in the setting. For instance, they cosy up with the childminder during story times and enjoy lively chats about their holidays and individual interests.

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

Children enjoy choosing from a range of thoughtfully planned activities inside and outside that spark their imagination. For example, they show focus as they carefully wrap their arms in bandages in the medical role-play area. They chat happily as they make pretend birthday cakes and choose numbered candles for their friends. This builds on their physical skills and mathematical understanding. Children learn resilience. For instance, they continue trying to build sandcastles in the garden and confidently show their creations to the childminder. This builds children's self-esteem as they celebrate their successes.

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

Children learn the importance of sharing and kindness, with warm and nurturing support from the childminder. They begin to independently use the language of turn-taking in their play with each other. For example, they solve disagreements by telling each other they are playing with a toy and saying their friend can play with it when they are finished. This strengthens children's social skills. These experiences prepare them well for the next stage in their learning, including school.

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Next steps

The childminder should strengthen strategies to build on children's confidence and independence during daily routines and transitions. The childminder should further develop her knowledge of children's individual needs, including those with special educational needs and/or disabilities, and the external agencies and support available to meet these needs effectively.

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About this inspection

The inspector spoke with the childminder, parents 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: Tuesday,Wednesday : 07:30 - 17:30,Monday : 09:00 - 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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