Childminder

Childminder

Unique reference number (URN): EY550352 Registered with Ofsted: 02/11/2017 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Expected standard

Generally, children achieve well. They grow in confidence, develop new skills and show interest in exploring and trying things out. Children become increasingly independent, communicate their needs clearly and build positive relationships. They join in with familiar words and phrases and listen carefully during story time.

p.2

Achievement Expected standard

Children explore the garden independently. They learn how to cooperate and navigate the see-saw in pairs. They push each other on the swings and climb up the climbing frame. Children recognise the sounds of birds and name crows and seagulls.

p.2

Achievement Expected standard

Children with special educational needs and/or disabilities achieve well from their individual starting points. Their needs are identified early, and support is adapted so they can take part fully and make steady progress. Overall, children are developing the skills, resilience and attitudes they need for the next stage in their learning journey, including their transition to nursery or school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show positive behaviours and attitudes in the setting. They demonstrate polite manners throughout the day. Children share toys willingly and use phrases such as 'please' and 'thank you' without prompting. The childminder uses a range of thoughtful and effective strategies to promote positive social skills. She models calm, respectful interactions and uses simple language, visual cues and gestures to help children understand her expectations. Turn-taking is supported through clear explanations, gentle reminders and the use of timers or visual prompts. This encourages children to wait patiently and to develop their understanding of fairness.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes. At times, they need adult support to manage their feelings and behaviour, which the childminder provides calmly and effectively. This helps children to settle quickly and continue their play positively. Children respond well to the childminder's consistent routines and guidance. This helps them feel secure, understand boundaries and develop confidence in managing their own behaviour. Overall, children show a genuine willingness to engage, cooperate and show kindness to others. The childminder reinforces the importance of regular attendance and punctuality and follows clear attendance procedures, working with families to help them maintain steady routines.

p.2

Children's welfare and well-being Expected standard

The childminder provides a highly nurturing environment that supports children's emotional wellbeing. She tailors the settling-in process to each individual child, taking time to understand their routines, comforters, personalities and family backgrounds. This careful approach helps children build trust at their own pace and ensures they feel safe and valued from the very beginning.

p.3

Children's welfare and well-being Expected standard

The childminder knows the children well and uses her knowledge to respond sensitively to their needs and adapt her routines. She develops warm, positive relationships with parents and families, which enables consistent communication about each child's emotional development. This effective partnership working helps create a seamless approach between home and the setting, further supporting children's sense of security.

p.3

Children's welfare and well-being Expected standard

The childminder promotes healthy habits and encourages families to support these at home. While this is having a positive impact and progress has been made, approaches are not yet fully consistent for all children.

p.3

Children's welfare and well-being Expected standard

Children show that they are deeply settled and emotionally secure in the childminder's care. They confidently approach the childminder for comfort, reassurance and support, and she provides calm, responsive interactions that help children regulate their feelings. As a result, children develop confidence, resilience and a secure sense of belonging within the setting.

p.3

Curriculum and teaching Expected standard

The childminder places a clear focus on developing children's communication and language. She uses a range of helpful strategies, including sign language, visual aids and simple, clear language. The childminder gets down to children's eye level when speaking with them. These approaches support all children, including those who need extra help, to feel understood and to develop their communication skills.

p.3

Curriculum and teaching Expected standard

The childminder promotes a love of books well. She reads with enthusiasm and uses expression to hold children's interest. This supports children's vocabulary, understanding and early literacy skills.

p.3

Curriculum and teaching Expected standard

Outdoors, the childminder prioritises children's physical development alongside their communication and language development. Children are encouraged to talk about what they are doing as they climb, balance and explore the space. Some activities are linked to mathematics, literacy, expressive arts and design and understanding the world. However, planning and support in these areas could be developed further to extend children's learning in these areas.

p.3

Curriculum and teaching Expected standard

The childminder creates an inclusive environment where all children are welcomed, valued and supported. She has high expectations for all children, including those with special educational needs and/or disabilities, and ensures they are encouraged to take part fully in daily routines and experiences. She works closely with families and, where appropriate, other professionals to understand individual needs and remove barriers. This helps children feel confident, included and respected.

p.3

Inclusion Expected standard

The childminder demonstrates a consistently thoughtful and positive approach when engaging with parents and other professionals. She recognises the importance of effective partnership working and maintains clear, open communication that supports children's education, care and wellbeing. Parents speak highly of the childminder's collaborative approach and value the regular opportunities to contribute to their child's learning journey.

p.4

Inclusion Expected standard

The childminder ensures that parents are well informed about their children's progress. She provides clear and detailed development records that help parents understand their children's achievements, emerging skills and next steps. This shared understanding strengthens continuity between home and the setting and supports children to feel secure and confident.

p.4

Inclusion Expected standard

The childminder checks children's development carefully and quickly identifies their individual needs so she can support them effectively. She plans next steps and strategies based on children's starting points to help them make good progress.

p.4

Inclusion Expected standard

The childminder demonstrates a strong commitment to professional development. She has completed a wide range of training, particularly focused on special educational needs and/or disabilities and supporting children's communication and language. She uses this knowledge effectively to reflect on, adapt and continually improve her practice. As a result, children benefit from an inclusive, responsive learning environment that is well tailored to their individual needs.

p.4

Leadership and governance Expected standard

The childminder demonstrates a thoughtful and positive approach when engaging with parents and other professionals. She recognises the importance of effective partnership working and maintains clear, open communication that supports children's education, care and wellbeing. Parents speak highly of the setting's collaborative approach and value the regular opportunities to contribute to their child's learning journey.

p.4

Leadership and governance Expected standard

The childminder ensures that parents are well informed about their children's progress. She provides clear and detailed development records that help parents understand their children's achievements, emerging skills and next steps. This shared understanding strengthens continuity between home and the setting and supports children to feel secure and confident.

p.4

Leadership and governance Expected standard

The childminder demonstrates a commitment to professional development. She has completed a wide range of training, particularly focused on special educational needs and/or disabilities and supporting children's communication and language. She uses this knowledge effectively to reflect on, adapt and continually improve her practice. As a result, children benefit from an inclusive, responsive learning environment that is well tailored to their individual needs.

p.4

Leadership and governance Expected standard

The childminder works in partnership with a co-childminder, creating a unique team-based approach within a home-based setting. This collaborative model strengthens the leadership and management of the provision, enabling shared decision-making, reflective practice and implementation of policies and procedures. The childminder understands the importance of reflective practice and is committed to developing and improving her knowledge and skills. However, she does not yet always identify where small refinements to leadership and practice could strengthen the provision further. This does not affect the good quality of care and learning that children experience.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel safe and secure in this warm and welcoming setting. The childminder takes time to get to know each child and their family, which helps children settle well and build positive relationships. She provides a suitable range of experiences that support children's learning and development at a steady pace. Children show growing independence. For example, they remove their shoes on arrival and put them away confidently.

p.6

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

Outdoors, children explore the garden with interest. They play alongside their peers on the see-saw and swings and enjoy using ride-on toys. Simple games such as 'Catch' encourage children to practise coordination and taking turns. The childminder joins in sensitively, offering support and conversation when needed.

p.6

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

Children understand the routines of the setting well. They help themselves to their drinks, follow simple instructions and respond positively to reminders about turn-taking and using polite manners. Children communicate happily with one another and are confident when speaking to adults.

p.6

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

Children make good progress from their starting points. The childminder gathers detailed information from parents and completes ongoing assessments to identify children's individual needs when they begin. She uses this information to plan targeted activities and strategies to support children's emerging skills. All children, including those with special educational needs and/or disabilities, are supported effectively to build on what they already know and can do, helping them make meaningful progress over time.

p.6

Next steps

The childminder should develop planning for the specific areas of learning outdoors so that activities consistently extend children's learning across all areas. The childminder should build on current communication practice by introducing more strategies that help children learn and use new words during play and routines.

p.6

About this inspection

The inspector spoke with the childminder, staff, children and parents during the inspection.

p.6

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 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.

p.6

About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:00

p.7

About this setting

Local authority: Kingston Upon Hull City Council

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8