Childminder

Childminder

Unique reference number (URN): 256732 Registered with Ofsted: 12/11/1998 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 Strong standard

Children are exceptionally well prepared for the transition between different stages of their education, including starting school. They develop strong knowledge and skills across all 7 areas of learning. This enables them to approach new challenges with confidence and independence.

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Achievement Strong standard

Children benefit from the childminder nurturing their individual interests and abilities, which helps them to build on what they know and can do. As a result, children leave the setting with the skills, curiosity and self-assurance they need to thrive in the next stage of their education.

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Achievement Strong standard

Children develop their communication and language skills very well. They learn new vocabulary as they play, such as 'broth' during role play in the kitchen. Children continually engage in meaningful conversations and repeat words back, developing their pronunciation and extending their language skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children's behaviour and attitudes. She serves as an excellent role model. The childminder consistently demonstrates kindness, consideration and respect. She skilfully guides children to show care and empathy towards others. As a result, children reflect these positive values in their interactions and demonstrate genuine respect for their peers and their environment. The childminder understands the importance of children's punctuality and attendance and shares this ethos with parents and carers.

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Behaviour, attitudes and establishing routines Strong standard

Children develop strong, secure and trusting relationships with the childminder, who is consistently warm, responsive and attentive to their individual needs. This is clearly evident as children naturally seek her out for comfort, reassurance and affection throughout the day. Children confidently explore their environment with growing independence, curiosity and enthusiasm. They readily engage with the childminder and eagerly share their experiences and learning with her.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm, harmonious and respectful learning environment where children thrive emotionally and socially. Her nurturing guidance allows children to develop increasing confidence in managing their own feelings and behaviour. Children acquire important social skills and learn how to regulate their feelings. For example, the childminder teaches children how to express their feelings and thoughts. She understands that children may need time to reflect and relax after a long day at school. This prepares children exceptionally well for the next stages of their education, including their transition to school.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on promoting children's emotional wellbeing. She creates a nurturing environment where children feel safe, valued and secure. The childminder works closely with parents and carers to gather detailed information about children's routines, including sleep and weaning. This effective communication ensures continuity of care and supports children's emotional wellbeing during transitions.

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Children's welfare and wellbeing Strong standard

The childminder supports children to recognise and express their emotions, offering guidance to help them manage their feelings and develop resilience. She provides a calm environment that helps children to feel very confident. The childminder builds children's independence and self-esteem through positive praise and encouragement. As a result, children are extremely happy, settled and emotionally ready to engage fully in their learning and play.

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Children's welfare and wellbeing Strong standard

The childminder supports children to lead healthy lifestyles very effectively. She takes them on regular outings, giving them ample opportunities to be physically active, play outdoors and explore the natural environment. The childminder promotes healthy eating and helps children to understand the importance of oral health. She accompanies children to dentist appointments, where they learn how to brush their teeth correctly and gain an early understanding of what happens during a dental visit. Through these meaningful experiences, children develop highly positive attitudes towards their health and establish long-lasting healthy habits.

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Curriculum and teaching Strong standard

The childminder has an engaging, highly motivating and ambitious curriculum that is precisely tailored to meet children's individual needs remarkably well. She plans a wide range of stimulating and inspiring activities that spark children's curiosity and encourage exploration. The childminder regularly assesses children's development to build on what they already know and can do. She uses this information to tailor her teaching to support children's individual interests and needs. The childminder puts individualised next steps into place and quickly identifies whether targeted support is needed. She evaluates the impact of her activities and identifies ways to further extend and embed children's learning.

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Curriculum and teaching Strong standard

The childminder has a very clear focus on communication and language, physical development and personal, social and emotional development. Children attend local groups where they read stories, sing songs and learn sign language to further support their communication and language skills. The childminder makes excellent use of an extensive range of visits to farms, soft-play centres and a dinosaur park to broaden children's physical development and provide them with new experiences. She carefully adapts activities to meet the varying needs and ages of the children. For example, she supports younger children to explore materials safely while making marks with the paint and introduces their understanding of different colours.

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Curriculum and teaching Strong standard

The childminder provides highly effective support for children's mathematical development through engaging activities that she seamlessly weaves into everyday play. She introduces mathematical language in meaningful contexts, encouraging children to explore and understand key concepts. For example, during water play, the childminder incorporates vocabulary related to size, shape, quantity and measurement.

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Inclusion Strong standard

The childminder demonstrates an excellent understanding of how to support all children in her setting. While she currently does not have any children with special educational needs and/or disabilities on roll, she rigorously monitors children's development and progress to identify any emerging needs quickly and put appropriate support in place. This enables all children to thrive and achieve their full potential. The childminder has used funding effectively in the past to support children's individual learning needs to create additional learning opportunities and enrich their experiences in the setting. For example, she has purchased mathematical resources tailored to children's specific next steps in learning.

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Inclusion Strong standard

The childminder has established secure partnerships with parents and carers. She gathers very detailed information from parents when children first start in order to identify any additional support that may be required. The childminder completes training and liaises effectively with other professionals to provide children with support and new experiences. Children regularly attend a toddler group where they learn sign language, which further enhances their communication and language development. The childminder encourages families to contribute to the curriculum by sharing their individual cultures and celebrations. Parents provide books and resources that allow children to explore and understand different traditions. This approach promotes a strong culture of diversity and inclusion. This supports children to develop respect, understanding and curiosity about the world around them.

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Leadership and governance Strong standard

The childminder is committed to continually enhancing her provision and demonstrates a genuine passion for supporting children and their families. She consistently works hard to provide a nurturing and high-quality environment where children feel supported and able to make good progress.

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Leadership and governance Strong standard

The childminder demonstrates strong and effective leadership and places a clear emphasis on continuously developing her professional skills to enhance the quality of her provision. She attends regular training that directly supports the needs of the children in her care and uses this knowledge to enrich their learning experiences. The childminder is highly reflective and confidently evaluates her strengths and identifies areas for improvement to ensure that she provides excellent care and education for every child.

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Leadership and governance Strong standard

The childminder establishes strong partnerships with parents and carers and completes in- depth settling-in sessions in her home and in the children's homes. This helps families to feel confident and reassured. The childminder works collaboratively and communicates effectively with parents to share children's achievements, experiences and progress. Feedback from parents is very positive. They comment on the childminder's extensive knowledge and the wide range of enriching experiences and activities she provides for their children.

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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

The childminder warmly welcomes children into this nurturing and inviting setting. Children confidently explore their environment and are eager to play and explore. They form close relationships with the childminder, who they eagerly go to for a cuddle and show affection to throughout the day. The childminder is committed to creating a safe environment for all children, as well as teaching children how to manage risks safely themselves. For instance, she teaches children the importance of crossing the road and staying with her when on outings. The childminder tailors her teaching to children's individual needs and next steps in learning. She plans activities that engage children and develop their love of learning. For instance, younger children become deeply absorbed in imaginative play as they role play in the kitchen area. They confidently explore pots and utensils and copy familiar routines, such

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

as stirring, pouring and serving food. The childminder joins their play to model language and encourages them to identify the different food items that they find. This supports children's communication and early understanding of real-life experiences.

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

Children demonstrate excellent behaviour. They understand the routines and expectations in the setting, which the childminder models consistently and gently reinforces. The childminder provides calm and warm guidance that helps children to learn to manage their emotions and express themselves appropriately. For example, children show positive behaviour and skills in regulating their feelings, such as waiting patiently, tidying up and consistently using good manners.

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

The childminder supports children to be deeply engaged in their play and become inquisitive learners. The childminder provides children with a wealth of learning experiences and has made strong links across her community to enrich her curriculum. Children regularly visit a local care home, where they take part in shared activities with the residents. They also accompany the childminder and her dog to the vets, where they learn about different professions and how people help and care for others. The childminder uses these experiences to help children to learn about the wider world around them.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with the childminder 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

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

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

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