Childminder 2726023

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

All children make good progress from their starting points. The childminder provides a wide range of play activities that reflect children's interests and supports their progress across all areas of learning. Children are becoming independent learners. They move freely around the indoor and outdoor learning environments to engage in their chosen play. The childminder enhances children's learning through responsive and well-timed interactions. For example, as children throw pretend darts, the childminder encourages them to think critically. He asks them how they think the fabric darts stick to the board. Upon hearing their initial ideas, the childminder introduces new vocabulary, such as 'velcro', to support their understanding. This approach helps to develop children's language, thinking and problem-solving skills.

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The provision is good

The childminder and co-childminder provide children with daily opportunities for fresh air, exercise and outdoor learning. Children are excited to play in the childminder's garden. They take turns to fill buckets from the outdoor tap and work together to fill the water tray. Children use good manners and say 'please' and 'thank you' during the day. The childminder and co-childminder regularly take children on outings to visit places of interest within their local community. For example, they engage in group activities at playgroups and develop an understanding of people who help us through meet and greets with firefighters.

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need to do better?

n The childminder and co-childminder work effectively as a team to provide children with a homely environment. They offer a range of generally good- quality resources to support children's learning. Both childminders demonstrate a reflective approach to their practice, regularly discussing the setting's strengths and identifying areas for further development, for example to provide children with more opportunities to plant and grow produce. The childminder displays a positive commitment to his professional development. He attends some online training to further his knowledge and skills, which contributes to improving the quality of the provision. n The childminder demonstrates a secure understanding of how children learn and develop. He makes regular assessments to identify what children know and can do and uses this information to plan for their future learning. However, on occasion, some children's planned next steps are not closely aligned with their

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need to do better?

most immediate learning needs. This means that some learning opportunities are not fully built upon within children's play experiences to extend their progress as quickly as possible. n The childminder promotes children's good health generally well. Children benefit from a varied range of nutritious, home-cooked meals and snacks that support

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need to do better?

1 August 2025 healthy eating habits. The childminder gently attends to children's personal care, promoting their comfort and well-being. He models good handwashing practice. The childminder reminds the youngest children to sanitise their hands after their nappy change. However, the childminder does not organise everyday routines to fully support children's independence. At times, the childminder completes tasks that some children could do for themselves, for example to serve or cut up their fruit. This means opportunities to develop self-help skills and autonomy during daily routines are sometimes missed. n Children behave well. They take turns and confidently follow daily routines. The childminder sets clear expectations and models calm, respectful interactions, which supports children's ability to regulate their behaviour and make thoughtful choices. n Young children sleep safely and soundly in a calm environment. The childminder

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need to do better?

follows clear, consistent sleep routines that reflect children's individual needs and parental preferences. Regular checks and safe sleep practices ensure children rest comfortably and securely, supporting their safety and well-being. n The childminder establishes effective partnerships with parents. He uses a range of communication methods to keep them updated about their children's time at the setting. These include daily verbal feedback during drop-off and collection times, digital messaging and detailed online learning journals. This ensures parents are consistently informed about their child's development, care routines and individual achievements. Parents are happy with the quality of care and education their children receive. They value the childminder's good communication and the frequent, purposeful outings that broaden their children's experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n focus more precisely on aligning children's next steps in learning to their immediate developmental needs, to help them make the best possible progress in their learning and development n provide children with even more opportunities to develop their independence during everyday routines, to help nurture their self-help skills and build confidence as they prepare for their next stage of learning.

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Setting details

Unique reference number 2726023 Local authority Herefordshire Inspection number 10398284 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Herefordshire. He works with a co- childminder, who is his wife. The childminder operates Monday to Friday from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for children aged from nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 August 2025 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 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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Inspection activities

1 August 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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