Childminder

Childminder

Unique reference number (URN): 2829008 Registered with Ofsted: 30/03/2025 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

Children develop age- and stage-appropriate knowledge and skills across all areas of learning. They use mathematical language confidently in their play and daily routines, counting, comparing quantities and recognising numbers during activities. Children strengthen their physical development through daily outdoor experiences, sensory play and opportunities to practise coordination and fine motor skills. They develop a love of books through regular storytelling and weekly library visits that promote early literacy and enjoyment of reading. Children also learn about the wider world through multicultural books and celebrations, helping them build awareness of different cultures and communities.

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Achievement Expected standard

Overall, children achieve well and make steady progress from their starting points. They show curiosity, confidence and sustained engagement when exploring natural materials, small-world scenes and sensory resources. Children of all ages remain focused for extended periods during stimulating activities.

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Behaviour, attitudes and establishing routines Expected standard

In general, the childminder has high expectations for children's behaviour. Children behave well for their age and respond positively to the childminder and any assistants. However, at times they do not consistently support children to understand how their actions might hurt others. This means that's children do not always understand the rules and expectations of behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and any assistants act as positive role models, using encouraging language such as 'well done'. Children respond with smiles, pride and increased confidence in their achievements. Children remain engaged in activities through the childminder's effective questioning and active participation. They form secure, trusting relationships with her and seek reassurance when needed. Transitions between activities are smooth and calm, helping maintain a purposeful learning environment, where children know what to expect.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and any assistants support children to understand and manage their emotions safely. Through calm interactions, stories and purposeful activities, they help them recognise different feelings and learn how to express themselves appropriately. This contributes to a harmonious and nurturing environment, where children feel secure, respected and ready to learn. The childminder highlights the importance of attendance from the start. This helps children establish consistent habits that support their early education.

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Children's welfare and wellbeing Expected standard

In general, the childminder promotes children's welfare well. She gathers detailed information about each child's routines and dietary needs, ensuring that care is tailored appropriately. The childminder speaks about her menu and how she promotes healthy eating to parents. During mealtimes, the childminder and any assistants talk to children about the foods they are eating, naming ingredients and explaining their benefits for health. This helps children develop an early understanding of healthy lifestyles. Daily routines for nappy changing, handwashing and mealtimes are well promoted. Children know what to expect and follow these routines with increasing independence. This helps them feel safe, secure and confident.

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Children's welfare and wellbeing Expected standard

The childminder and any assistants create a welcoming home-from-home environment for children. They work closely with parents to ensure that all children's personal care needs are respected and met appropriately. For example, children who require a sleep are provided with fresh clean sheets and a sleep mat. The childminder creates a calm and relaxing environment as she gently soothes children as they fall asleep. She observes the children sleeping to monitor their safety. All children, including those with emerging barriers to their learning, benefit from opportunities to visit the local playgroups. This support their physical development. Children enjoy playing with the childminder and happily give and receive cuddles from her. Overall, children feel safe, cared for and emotionally supported.

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Curriculum and teaching Expected standard

In general, the childminder provides a 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. This ensures that all children develop across all areas of learning.

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Curriculum and teaching Expected standard

Overall, teaching is purposeful and responsive. The childminder models language and introduces new vocabulary. She extends language for children, when needed, ensuring every child can participate fully. During story time, the childminder and any assistants pause intentionally and allow children to continue the sentence. This supports early literacy and communication. Children learn mathematical concepts through counting, comparing quantities and singing number songs. For example, the childminder encourages children to count dinosaurs' footprints during daily activities. They also learn about the world around them through regular visits to parks and weekly library sessions, where they enjoy stories and rhymes. Physical development is promoted well, with thoughtfully adapted resources to meet different ages and abilities. For example, younger children are offered different sized balls to support early grasp and coordination. This ensures that all children can access

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Inclusion Expected standard

The childminder provides an inclusive environment. She structures her curriculum well to meet each child's individual needs, interests and stage of development. She carefully adapts her practice to support all children. For example, she uses different flash cards during activities to support children's communication and language.

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Inclusion Expected standard

In general, 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. She knows who to contact when concerns arise about children's development. However, her understanding of identifying emerging needs and planning targeted support strategies is less developed than other aspects of her practice. This means that not all children are supported fully, including those with special educational needs and/or disabilities. Children who face barriers to learning benefit from calm reassurance, familiar routines and responsive interactions. The childminder quickly recognises cues, such as tiredness or hunger, and responds sensitively. She ensures children remain comfortable. Her warm, nurturing approach helps children feel safe and secure. This supports children's engagement in play and learning.

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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 reflects on her practice regularly and draws on previous experience to inform improvements. When she identifies an area that could be strengthened, she seeks advice and engages in relevant professional development. She evaluates how new learning influences her day-to-day provision and children's experiences. However, the childminder's understanding of identifying emerging needs and planning targeted support strategies is less developed. As a result, not all children receive the level of support they need, including those with special educational needs and/or disabilities. This limits the childminder's ability to ensure that every child's needs are met securely.

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Leadership and governance Expected standard

The childminder promotes staff wellbeing and workload effectively. Any assistants report feeling supported and well informed, with clear communication about training, daily routines and children's individual needs. This contributes to a positive working environment and effective practice.

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Leadership and governance Expected standard

In general, the childminder maintains high standards across her curriculum. In general, the curriculum is well sequenced and rooted in children's individual starting points. She 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 and make steady progress. However, she does not yet ensure that expectations of behaviour are followed consistently.

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Leadership and governance Expected standard

The childminder ensures children's welfare is prioritised throughout the day. She manages attendance, safer sleep routines and mealtimes effectively. Her organised approach enables her to maintain a calm, purposeful environment, where children feel secure and ready to learn. Overall, the childminder provides an environment where all children and families feel welcomed and supported. The childminder builds positive relationships with parents and carers through daily updates. Parents and carers describe the childminder as being 'warm' and 'genuine'.

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

Children arrive happily and settle quickly in this warm home-from-home environment. They form secure attachments with the childminder, confidently seeking comfort, when needed, and exploring the environment with increasing independence. All children, including those who face barriers to learning, form positive relationships with the childminder. For example, they often go to the childminder for a cuddle and reassurance. This shows a secure sense of belonging within the setting.

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

Children benefit from the childminder's calm and attentive approach. This helps them to settle quickly and feel secure. Children engage in their play during their day, which is planned around their interests, next steps and developmental stages. They explore a range of creative and imaginative experiences, such as feeding the dinosaurs with coloured pasta. This helps children to develop creativity and learn about the world around them.

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

Children develop a love of books through daily storytelling and regular visits to the library. They listen attentively, respond to questions and enjoy choosing their own books. This supports early literacy and communication. The childminder has warm interactions and uses purposeful questioning to help children build vocabulary and express their ideas. Children also learn about the wider world through multicultural books and celebrations.

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

In general, children receive gentle guidance and clear explanations that help them understand how to share toys and take turns. For example, the childminder promotes turn- taking during activities, such as 'What is in my box?' This approach helps children develop early social skills. The childminder provides freshly prepared meals and ensures health care routines are followed. This supports children's understanding of how to look after themselves. They achieve well in an environment that celebrates their individuality and promotes their best start in life. The childminder promotes the importance of regular attendance. This supports children's learning and continuity of care.

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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 to all children's needs. The childminder should consistently support children to understand the expectations of their behaviour within the setting.

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About this inspection

The inspector spoke with the childminder, the childminder's assistant, 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: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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