Childminder

Childminder

Unique reference number (URN): 2812863 Registered with Ofsted: 21/01/2025 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 typically make sound progress from their starting points. Children strengthen their early language skills and use these to have meaningful conversations and express their feelings. Children develop a love of books and stories, which supports their understanding of emotions. Children benefit from their personal, social and emotional development being well supported. Children settle quickly, follow familiar routines independently and form secure relationships. They learn to sing songs to help them with their routines, such as during tidy- up time.

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Achievement Expected standard

Children learn about the world around them and show respect for their local community. Children build their mathematical understanding through everyday interactions, songs and planned activities, including cutting fruit and messy play. Children gain confidence in their physical skills, including their fine motor control, and successfully complete trickier tasks. As a result, children generally acquire the knowledge and skills they need for their next stage of learning. They are well prepared for their future learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from calm and consistent routines, which help them to understand what will happen next and support their sense of security. Children have regular opportunities to make choices, express their needs and gain independence. For example, they wash their hands, feed themselves, choose drinks and help to tidy resources.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and respond positively to the calm and attentive approach of the childminder. The childminder considers children's individual needs when establishing expectations for children's behaviour. Children benefit from warm and secure relationships. The childminder provides positive role models for children to follow. Children receive support to manage their emotions through strategies such as calm time and sensitive conversations. This helps them to understand and express their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Occasionally, children lose focus when activities are not closely matched to their interests and needs. The childminder does, however, respond by encouraging children to participate and adapting experiences where needed. This helps children remain engaged and develop an eager attitude towards exploring and learning. Children receive praise and encouragement for their efforts. They take pride in sharing their craft projects with their families at the end of the week. Children benefit from regular attendance and punctuality. These help them to establish positive routines and habits for the future.

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Children's welfare and wellbeing Expected standard

Children quickly form secure and supportive relationships with the childminder. Children confidently seek help when needed and are reassured by sensitive responses, supporting their emotional wellbeing. The childminder shows children how to manage their feelings through calming strategies, books and visual cues. Children become independent through everyday self-care routines, such as washing their hands and tidying away resources. Young children receive support to eat independently using a spoon and bowl. However, the childminder does not consistently build on what children already know and can do, for example by extending their independence in serving their own food or progressing to using a fork.

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Children's welfare and wellbeing Expected standard

Children benefit from the healthy and nutritious meals and snacks the childminder provides. Children learn about the importance of positive hygiene through conversations and routines, such as washing their hands before eating. Children experience consistent hygiene practices throughout the day and take responsibility for helping to clean and tidy their environment when activities have finished.

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Children's welfare and wellbeing Expected standard

Children have daily opportunities for outdoor play in the local park, where they enjoy exercise and strengthen their gross motor skills. Children receive support to understand how to manage risks safely when using large play equipment. These experiences support children to build confidence, independence and an understanding of how to keep themselves safe and healthy.

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Curriculum and teaching Expected standard

The childminder has high expectations for all children's learning and development. Generally, she understands what she wants children to learn and the knowledge and skills they need to develop during their time with her, including the foundations needed to prepare them for school. The childminder places a focus on children's emotional wellbeing, which is embedded throughout daily interactions, routines and activities. Children develop their physical skills. For instance, they have daily access to climbing equipment in the park, where they can practise coordination, balance and different ways of moving their bodies. The childminder knows children well and responds warmly to their interests and needs.

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Curriculum and teaching Expected standard

The childminder provides a range of experiences that support children to develop across the curriculum. She promotes communication and language through calm and responsive conversations, sharing a variety of stories and regular opportunities to sing together. The childminder introduces mathematics naturally through everyday activities. For example, she encourages children to share fruit at snack time, count and explore quantity or investigate volume and capacity when playing with sand. Children have opportunities to express their learning through arts and crafts. For example, they create collages of bees as part of their current topic. However, she does not consistently build on what children already know or reinforce previous learning. As a result, children do not consistently extend their knowledge and skills, and miss out on some learning.

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Inclusion Expected standard

The childminder generally promotes inclusion effectively to ensure that all children feel valued and can access the setting. She understands how to amend her setting to support children and adapts her interactions to support children's communication and engagement. The childminder has high expectations for all children's achievements.

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Inclusion Expected standard

Typically, children who speak English as an additional language make continued progress from their starting points. The childminder uses Yiddish and English during routines and play. This helps children to understand what is happening, while also supporting their developing communication skills. The childminder gets to know children quickly and identifies other barriers to their learning and/or wellbeing. For example, she identifies those children who need more targeted emotional support. The childminder helps children to name and manage their feelings through visual prompts and stories.

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Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities attending the setting. Generally, the ongoing observations of children's development allow the childminder to identify any areas where children may need extra help with their development. This enables the childminder to manage concerns promptly and work with parents and carers and other professionals when needed. However, the childminder has not focused professional learning on the early identification of children's emerging needs, which has not strengthened her ability to recognise and respond to these needs.

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Leadership and governance Expected standard

The childminder has high expectations for the quality of her provision and what she wants children to achieve. She prioritises children's safety and wellbeing through effective policies and procedures. The childminder regularly reflects on her practice and identifies strengths and areas for improvement. Where improvements are identified, she takes prompt action to make changes and improve outcomes for children.

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Leadership and governance Expected standard

The childminder values professional development and recognises that keeping her knowledge and skills up to date supports continual improvement. She has completed required training, including first aid and safeguarding. However, the childminder has not yet accessed further training to enhance her professional knowledge and strengthen aspects of her practice.

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Leadership and governance Expected standard

Parents and carers receive regular information about their children, including daily updates about what they have eaten and the activities they have enjoyed. This effective communication helps parents to remain informed and supports positive partnerships that benefit children. Any assistants the childminder works with feel valued and enjoy working with her and children. Overall, the childminder provides suitable supervision sessions and support, helping any assistants to understand their roles and responsibilities. She works cooperatively with those around her. The childminder is committed to providing a safe and nurturing environment, where children are well cared for and supported to make progress.

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

Children settle quickly in this safe, calm and caring setting. Children and their families receive a warm welcome from the childminder. The thoughtful and individually tailored settling-in arrangements help all children to feel secure, including those who may face barriers to their learning. Effective information-sharing between parents and carers and the childminder supports the positive relationships between children and the childminder. This helps her to respond sensitively when children are new to the setting and adapt the pace of settling in when needed.

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

Children benefit from their home languages, cultures and family backgrounds being valued. Their interests are recognised and reflected in daily activities. This helps children to feel a sense of belonging and gives them confidence to explore new experiences. For example, children have daily access to toys and games which are familiar from home. These are incorporated into the routine, such as feeding dolls at lunchtime to support children to have positive table manners and eat together. Children have regular opportunities to make choices. This approach helps children to make decisions, express their needs and wishes and feel valued. Children behave well and actively engage in the experiences provided. They are confident to explore and learn alongside their peers in a calm and supportive environment.

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

The childminder recognises the importance of regular attendance and punctuality, and promotes these with families. This supports children to be prepared for the next stage of their learning, including starting school. Children learn key skills to support their transition to school. These include managing their own self-care routines, expressing their feelings and emotions and building meaningful relationships with their peers. Daily routines help children to understand what will happen next and contribute to a sense of security and belonging. Children are treated with respect during personal care routines. When children need additional support, the childminder is willing to work with families and other professionals to help meet their needs.

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Next steps

The childminder should strengthen her professional learning opportunities to continue to enhance her knowledge and skills and support continued improvement in her practice. The childminder should consistently build on what children already know and can do by extending their knowledge and skills to deepen their learning and development further.

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About this inspection

The inspector spoke with the childminder and her assistants 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 : 09:15 - 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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