Childminder

Childminder

Unique reference number (URN): EY549494 Registered with Ofsted: 02/11/2017 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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make expected progress from their individual starting points because support is appropriately matched to their needs. While children develop the secure foundations, positive attitudes and increasing levels of independence that prepare them well for the next stage of their education, including their move to nursery or school, they could develop more depth in their knowledge with consistently high-quality interactions.

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Achievement Expected standard

Children show enthusiasm and curiosity as they explore a range of activities and experiences. Children gain confidence, develop new skills and show sustained interest in their play. They make secure progress in their personal, social and emotional development, learning to manage their feelings, play cooperatively and build positive relationships with others. Children develop their communication and language skills well, listen attentively and communicate their needs clearly. Their physical development progresses as they build strength, coordination and control through varied opportunities indoors and outdoors.

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Behaviour, attitudes and establishing routines Expected standard

Children develop their understanding of the routines of the setting and follow them with growing independence. While teaching is not yet highly impactful, the childminder promotes positive behaviour effectively and uses praise to reinforce children's turn taking, cooperation and politeness. Children help to tidy away toys and activities, showing responsibility and pride in contributing to the environment. The childminder uses songs and music effectively during transition times to support children in moving smoothly between activities. This helps children understand what is happening next, reduces anxiety and keeps the pace of the day calm and predictable. As a result, transitions are purposeful, well managed and enjoyable for the children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder highlights the importance of regular attendance and punctuality and supports families to keep consistent routines. Effective strategies are in place to promote these. Children respond positively to the childminder's clear guidance and consistent routines. They feel secure in the predictable structure of the day and show increasing confidence in managing simple tasks independently. This growing independence, combined with the respectful and supportive atmosphere, contributes to a positive, settled and engaging environment where children are ready to learn.

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Children's welfare and well-being Expected standard

Children are welcomed into the setting and settle quickly, exploring the toys and engaging with their peers. There is a robust settling-in process in place, which is tailored to the needs of each individual child and helps them adjust at their own pace. The childminder works closely with parents from the start. She gathers detailed information about children's routines, preferences and home experiences to help to ensure a smooth and reassuring transition. This collaborative approach helps children feel well understood before they even begin attending.

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Children's welfare and well-being Expected standard

The childminder builds warm, nurturing relationships with the children, helping them feel safe, secure and confident from the outset. She takes time to listen to them, respond to their cues and provide comfort whenever it is needed. Children are encouraged to express their feelings, talk about what they need and develop early emotional awareness. The calm, consistent approach of the childminder helps children feel valued, supported and able to explore the environment with confidence. As a result, children develop a strong sense of belonging and quickly become settled, happy and ready to learn in the setting.

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Children's welfare and well-being Expected standard

The childminder supports children with learning the skills and knowledge they need to take care of themselves. For example, children know when to wash their hands. They learn about making healthy choices and managing risks independently. Some aspects of promoting children's long-term wellbeing and independent healthy decision-making are still embedding.

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Curriculum and teaching Expected standard

The childminder has a clear view of what she wants children to learn and how to prepare them for their next stage of education. She thinks carefully about the knowledge and skills children need and plans activities that build these securely over time. The childminder ensures that all children access an equally ambitious curriculum, including those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The outdoor environment is used effectively to support personal, social and emotional skills and communication and language. Children have daily opportunities to develop their physical skills, build confidence and practise communication in meaningful ways. The childminder recognises that there is scope to strengthen opportunities outdoors to further promote the other areas of learning, such as expressive arts and design and understanding the world. This remains an area for ongoing development.

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Curriculum and teaching Expected standard

Children benefit from frequent opportunities to explore the local community, such as parks and community groups. These outings broaden children's understanding of the world, build their social confidence and provide valuable real-life experiences that enrich the curriculum. The childminder supports children's language well during play and conversations. However, there is further scope for her to introduce and revisit new vocabulary more consistently to help children build and practise a wider range of words over time.

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Inclusion Expected standard

The childminder works closely with other staff to assess and identify children's individual needs, ensuring that any emerging concerns are noticed and acted upon promptly. She regularly updates her knowledge through relevant training, particularly regarding supporting children with special educational needs and/or disabilities (SEND), so she can adapt her practice effectively. As a result, children receive timely and well-matched support that helps them build confidence, develop key skills and continue to achieve well in their learning.

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Inclusion Expected standard

The childminder gathers detailed information from parents during the settling-in process, enabling her to understand each child's background, culture, learning needs and experiences. This ensures that children's individual needs are recognised and planned for from the outset. Ongoing communication with parents helps to ensure continuity of care and shared approaches that support every child's development. The childminder also works effectively with other professionals, when needed, to secure timely support and ensure that all children, including those with SEND, receive the tailored guidance and provision they require. The childminder is developing her knowledge through ongoing training and is continuing to build confidence in applying this learning consistently in practice.

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Leadership and governance Expected standard

The childminder works closely with staff to create an engaging and nurturing environment that meets the needs of all children. Together, they reflect on practice regularly and use this ongoing evaluation to make adaptations and improvements to the provision. This helps to ensure that the setting remains reflective of children's individual needs. The childminder considers children's interests in her planning and ensures that children have opportunities to learn new skills and extend their knowledge.

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Leadership and governance Expected standard

The childminder is still gaining the confidence needed to embed consistently high expectations across all aspects of the provision. She completes a wide range of professional development opportunities to help ensure that her knowledge and understanding remain current. She applies this learning effectively to strengthen her practice and improve the overall quality of her setting. This commitment to professional development and reflective practice ensures that children receive care and education that is well informed and up to date.

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Leadership and governance Expected standard

The childminder takes children's interests into account when planning activities and experiences. She uses what she knows about each child to provide learning opportunities that capture their curiosity while introducing new skills and concepts. This ensures that children are motivated to take part and are supported to build on what they already know, helping them make steady progress across all areas of learning.

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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 settle quickly in this welcoming and homely setting. They arrive happily, take off their coats and shoes, and put them away independently. Children interact confidently with the childminder and with their peers. They move around the environment with ease, exploring activities that interest them and demonstrating that they feel safe, secure and valued.

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

The childminder knows the children well. She builds warm, positive relationships with them and their families, which helps children feel a strong sense of belonging. Children benefit from an engaging environment that reflects their interests and offers opportunities to develop their confidence, independence and early skills.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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About this setting

Local authority: Kingston Upon Hull City Council Children also enjoy exploring the wider community. Regular visits to local churches, community groups and nearby parks broaden their experiences and help children to feel confident in different places and situations. Outdoors, children play with enthusiasm. They climb, balance and use ride-on toys to build their physical skills. They explore natural materials, such as rolling apples and conkers down tubes, and enjoy sensory experiences in the open space.

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Next steps

the childminder should take a more focused approach to the specific areas of learning in the outdoor environment the childminder should put in place strategies to help children learn and practise new words.

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About this inspection

The inspector spoke with the childminder, other staff, 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 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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Facts and figures used on inspection

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

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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 standards 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 standards 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. 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

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

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