Childminder

Childminder

Unique reference number (URN): 2859196 Registered with Ofsted: 05/11/2025 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 Expected standard

Children have positive relationships with the childminder. The childminder is on hand to provide reassurance, and children enjoy relaxing cuddles when they are upset. Children who face barriers to their learning take her hand to show her that they would like her to dance with them. The childminder supports children to learn to play alongside other children. For example, when children build towers, they take turns to put blocks on top of other blocks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear behaviour expectations, which she generally reinforces. For example, children know that they must hold the childminder's hand, as well as the handrail, to go down the steps into the garden. Children typically know the routines. For instance, children sit on a chair ready for the childminder to put their shoes on. The childminder notices what children are interested in and generally plans activities to support children's interests. For example, she plans a potion-making activity in the mud kitchen to support children's interest in water. This helps them to develop positive attitudes to their learning. Children who face barriers to their learning concentrate well overall, particularly when the activities interest them. The childminder monitors children's attendance. She works with parents and carers to help children develop consistent attendance patterns.

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Children's welfare and wellbeing Expected standard

The childminder places a high priority on children's welfare and wellbeing. She has reviewed her practice following recent government guidance on children's safety at mealtimes and during sleep. Children are well supervised throughout. She finds out detailed information about allergies and the stages that babies are at with weaning so that she can keep children safe. She adjusts her menus accordingly to support children.

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Children's welfare and wellbeing Expected standard

Recent improvements to the garden have had a positive impact on children's welfare. For example, children now enjoy daily access to fresh air and exercise. They develop balance and coordination as they play on wheeled vehicles and thoroughly enjoy water play. The childminder provides children with healthy meals and plenty of fresh fruit and vegetables. She generally gives clear messages to children about hygiene. For example, children learn to wash their hands after having their nappy changed or before eating. She typically encourages good manners. This is evident as she encourages children to use cutlery rather than their fingers when eating meals. The childminder cares deeply about children's welfare and has developed caring relationships with all children. She is alert to children's individual needs, such as with children who need a cuddle when they awake from sleep.

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Achievement Needs attention

Weaknesses in relation to inclusion and partnership working, as well as the progress check at age 2, impact on the progress some children make. Children who face barriers to their learning or those with special educational needs and/or disabilities do not always get all the help and support they need at an early stage. As a result, they are not consistently well prepared for the next stage of their learning.

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Achievement Needs attention

Children typically concentrate well for their age and stage of development. For instance, 2- year-old children sometimes concentrate intently. An example of this is when they transfer water from one beaker to another. They watch what the childminder does and copy her. In this way, they learn how to hold a bottle in one hand and transfer water into the beaker. Children who face barriers to their learning begin to make progress in their learning. They begin to hear and say new words as they play, for example when they watch the childminder using a tap to fill a beaker. Over time, they use words, such as 'again', alongside actions to express what they want to do.

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Curriculum and teaching Needs attention

The childminder lacks an understanding of the role of the progress check at age 2. She is not aware of how this check can support the health visitor reviews. She does not discuss with parents and carers about when this should be completed to support the review. She does not encourage parents to share this with health visitors to ensure that children who face barriers to their learning get the help and support that they need at the earliest opportunity.

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Curriculum and teaching Needs attention

The childminder plans activities according to children's interests. For example, she sets up a water activity in the mud kitchen to support their interest in water. This encourages children to concentrate well. The childminder seizes opportunities to develop children's language and communication. For example, she uses single words to label what children are doing. This has a positive impact, and children begin to copy key words that the childminder says, such as 'again', 'more' or 'ready'.

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Curriculum and teaching Needs attention

The childminder places a high priority on developing children's mathematics. As children play, she demonstrates counting to 10 and beyond, for instance as children transfer water into beakers. She counts the numbers up to 5 as she changes children's nappies. This allows children to hear and begin to use numbers in context. She also talks about the capacity of objects as children play in the water. This supports children's mathematical understanding.

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Inclusion Needs attention

The childminder has not attended sufficient training to help her to support children's needs in a timely way. She lacks confidence in helping children with special educational needs and/or disabilities (SEND) and is not always aware of where she can access help. Consequently, she is not aware of the breadth of support available from other professionals for children who experience barriers to their learning or those with SEND. For instance, she is unaware that she can contact the local authority inclusion team for advice or support. In addition, the childminder is not aware of the funding that is available to support children with SEND effectively.

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Inclusion Needs attention

The childminder communicates with parents effectively. She finds out detailed information from parents about children's individual needs. She uses assessments to identify where children need support and any changes she can make to the curriculum. For example, she adapts her language effectively. She also provides additional activities to help develop children's learning, including activities to expand vocabulary. The childminder meets with parents to discuss children's progress, as well as strategies to help children progress further.

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Inclusion Needs attention

The childminder is aware of referring children to some health professionals, such as speech and language therapists.

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Leadership and governance Needs attention

The childminder has not identified that there are weaknesses in her provision. She does not consistently explore ways in which she can work with professionals to support children effectively. For example, she does not communicate with health visitors or local nurseries that children attend. Some children attend nursery alongside her setting. However, she does not gather enough information about their learning, including about whether or not they have had a progress check at age 2. This impacts on her ability to provide a consistent approach to supporting children's learning.

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Leadership and governance Needs attention

The childminder has a suitable overview of her strengths. She works effectively with parents and carers. She gathers detailed information when children first start, to help her meet children's individual needs. She uses a range of strategies to communicate with parents and carers. This helps her to share information about children's learning. She gives parents advice about how they can support their children's learning at home.

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Leadership and governance Needs attention

The childminder has recently taken action to improve some aspects of her provision. For example, she has recently reorganised her garden to ensure that children can enjoy regular time outdoors. She has also identified training to strengthen her knowledge and skills. The childminder provides support to her assistants to ensure that their practice continues to improve. She provides time within the working day for her assistants to attend training, and checks in regularly with them. This supports their wellbeing and workload.

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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, including those with special educational needs and/or disabilities, do not consistently get the help and support they need from a range of professionals. This impacts on the progress they make. As a result, not all children are consistently well prepared for the next stage in their learning.

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

Children thoroughly enjoy their time with the childminder. They are happy, settled and attend regularly. They demonstrate this as they wake from sleep and enjoy a cuddle with the childminder. Children learn how to keep themselves safe. For instance, they wait at the back door of the childminder's house so that she can help them down the stairs into the garden safely. They behave well and typically follow her expectations.

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

Children are motivated to learn because the childminder uses children's interests to develop their learning. For instance, children move and sway to songs and rhymes on an electronic speaker. They pump their hands to the beat of the music. Children benefit from a range of language-rich experiences, such as songs and stories. This helps children develop their language and communication. For example, children who face barriers to their learning are keen to join in with repeated refrains. They anticipate what comes next. For instance, they tell the childminder that the next verse in their favourite song, 'The Wheels on the Bus', says 'daddy' and 'I love you'. Children develop positive relationships with the childminder and her assistants. They enjoy doing jigsaws alongside the childminder, and confidently select activities to play with her. Children have a wealth of opportunities to be social. They enjoy

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

selecting activities to play with their friends, and begin to learn how to share and take turns.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

undertake training to improve her knowledge of caring for children with special educational needs and/or disabilities and how to support children with special educational needs and/or disabilities, including where to access further support 30/10/2026

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Action Completion Date

improve communication and obtain and share relevant information with all other professionals who may be involved in children's learning 02/10/2026

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Action Completion Date

improve her understanding of the progress check at age 2, including by working with parents to agree when to complete a detailed check to link with other professionals at the health visitor review so that children get the help and support they need at an early stage 02/10/2026

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About this inspection

The inspector spoke with the childminder, assistants 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,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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