Childminder

Childminder

Unique reference number (URN): EY285401 Registered with Ofsted: 16/08/2004 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 make excellent progress from a highly ambitious curriculum. Older children are extremely well prepared for school as they are able to concentrate and persevere within their learning. Children who are new to the setting settle quickly and acquire essential skills that support their development and wellbeing. Babies rapidly gain physical skills that help them walk and climb, while forming secure and trusting relationships beyond their family members. Babies eagerly explore books, including interactive 'lift-the-flap' stories. They handle books with care, turn pages independently and take pride in their achievements as they are supported to develop confidence in their communication skills. Any barriers children face to their learning are identified and addressed quickly, helping them to make secure progress. All children are thriving in the childminders care; they are curious and confident to

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly focused on providing children with a warm and nurturing home- from-home environment. Parents highlight this within their feedback as a strength of the childminding setting. Relationships with children are strong and support them to develop a sense of belonging. Babies' home routines are valued and met as the childminder works positively with parents to prioritise children's individual needs. The childminder places a strong emphasis on supporting children's attendance and engagement. She works in partnership with parents to overcome barriers, such as separation anxiety or changes in routine, by maintaining effective and consistent communication with them.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes high expectations for children's behaviour. She supports them to develop kindness and respect for others. For example, older children are taught about the individual care needs of the babies and delight in helping to take care of them. Older children show care towards their younger peers as they hold their hands and tell the childminder that they are keeping them safe. The childminder plans learning experiences with a focus of teaching children how to work together. For example, children are taught about the importance of listening to their friends when they take turns to speak in planned circle time. They learn to share and take turns when playing games. These essential skills support children to consistently develop positive attitudes towards their learning.

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Children's welfare and wellbeing Strong standard

Children thrive in the childminder's care because she provides a consistently warm, nurturing and highly responsive environment. Babies form secure emotional attachments and demonstrate confidence and independence as they enjoy the childminder's calm, positive interactions. For example, babies confidently feed themselves under close supervision, with food prepared safely to minimise risks, such as choking. Sleep routines are carefully prioritised, ensuring children are well rested and ready to learn. The childminder actively promotes healthy lifestyles through meaningful, practical experiences. Children learn about foods that are beneficial for their health. They develop an understanding of oral hygiene as the childminder encourages tooth brushing, embedding these habits into their daily routines.

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Children's welfare and wellbeing Strong standard

Children's physical development is prioritised as the childminder plans highly engaging activities that build both gross and fine motor skills. Children enjoy energetic play in the garden, climbing, and riding wheeled toys, while older children learn about road safety during walks to school. Babies' fine motor skills are supported through creative experiences, such as reaching for shiny paper threaded through a colander, which promotes curiosity and coordination. The childminder plans purposeful learning experiences to help children recognise and express their feelings. For example, children look in mirrors and talk about their emotions, making 'happy' and 'sad' faces to understand expressions. Carefully chosen stories about strong emotions help children learn strategies for positive social interactions. This highly effective practice helps children to develop essential life skills that assist them in

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Children's welfare and wellbeing Strong standard

developing positive attitudes towards their learning.

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Curriculum and teaching Strong standard

The childminder is an experienced early years practitioner. She is extremely confident in her knowledge and understanding of the early years foundation stage curriculum. She skilfully recognises and responds to children's curiosity, ensuring that every interaction is purposeful and supports progress across all areas of learning. She knows the importance of child-led learning and how to extend children's interests into meaningful educational experiences. For example, when babies show an interest in books, she expertly builds on this by introducing new vocabulary in a calm, patient manner. Her use of positive praise and encouragement creates a nurturing environment, where babies feel confident to listen, repeat and practise new words. This approach significantly enhances their early communication and language development.

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Curriculum and teaching Strong standard

Older children benefit from highly focused and engaging learning opportunities. The childminder uses popular books as a springboard for deeper learning, seamlessly linking stories to real-world experiences. For instance, she introduces concepts about nature through stories, then extends this learning through outdoor exploration and creative activities. She also incorporates mathematical ideas into these experiences, ensuring that all 7 areas of learning are thoughtfully embedded. Her practice is underpinned by a deep understanding of each child's unique personality, interests and developmental needs. She prioritises children's personal, social and emotional development by fostering warm, positive relationships and creating an inclusive environment, where every child feels valued. Parents express gratitude for the sensitive and intelligent support their children receive when facing challenging personal circumstances. The childminder's deep understanding of children's

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Curriculum and teaching Strong standard

emotional needs ensures they have the time and space needed to process their feelings and experiences.

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Inclusion Strong standard

The childminder's wealth of experience in supporting children with special educational needs and/or disabilities (SEND) is evident. She demonstrates a strong practical knowledge of working with children with complex needs. The childminder's secure understanding of children's developmental milestones means that she is able to pick up on early signs of learning delay. This helps to ensure that all children receive the timely support they need to make progress. The childminder demonstrates a sensitive approach when raising concerns with parents, providing them with reassurance that early intervention is the key to their children's ongoing development. The childminder is confident in her responsibilities to work with outside professionals where this is needed.

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Inclusion Strong standard

The childminder is able to adapt learning experiences to ensure all children can engage and make progress. Children benefit from a range of homemade SEND learning resources that are encompassed into the curriculum for all children. For example, story and singing prompts support children to engage interactively and with one another. Many children have been in the care of the childminder for several years and she knows them extremely well. This ensures children are fully included and supports them to develop long-term relationships, which are vital for children's emotional security and progress.

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Leadership and governance Strong standard

The childminder prioritises her professional development. She keeps well informed of new developments in the early years sector. This supports her in delivering good-quality education and care for all children. She recognises the importance of being accountable for her own self-evaluation and uses this process effectively to identify strengths and areas for improvement. This reflective approach enables her to continually enhance the education and care she provides for all children.

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Leadership and governance Strong standard

The childminder is clear of the need to work closely with outside professionals when necessary to support children with special educational needs and/or disabilities (SEND). Her experience as a SEND assistant working in a local school for over a decade has given her an in-depth knowledge and understanding of the importance of early intervention. This helps to ensure that all children will be supported to make the best possible progress given their starting points. The childminder works collaboratively with parents to ensure that children's individual needs are consistently met. Parents' verbal and written feedback confirm their high levels of satisfaction with the care and learning their children receive. Parents consistently praise the childminder's kindness, and her ability to provide a safe and nurturing environment 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 provides a safe, welcoming and stimulating home environment for children. She ensures that children, including very young babies, have good opportunities to explore independently. Babies are encouraged to follow their interests as the childminder facilitates their learning. For example, babies who want to climb are supported to do so as the childminder is close by to provide safe supervision. The impact is that babies are happy and confident in the childminder's care. They have secure attachments and enjoy receiving reassuring cuddles. Babies are delighted to hear praise when they learn new skills, for example as they learn how to lift up velcro to take off their shoes. The childminder patiently allows babies to practise this skill as they want to take their shoes on and off. They are also

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Inspector:

Siobhan O'Callaghan excited to place magnetic toys on a white board and learn that these also attach to other metal objects, such as the stairgate. Children are given time to consolidate their learning, which supports their self-confidence.

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Inspector:

The childminder plans an exciting curriculum for all children. She understands child development and how children learn. She is duly focused on inclusive practice as she takes time to consider all children's unique individual needs. The childminder plans and adapts learning experiences so that all age groups of children can participate. For example, older children are supported to write shopping lists before going out to the shops, where they help to find the different foods. While they learn the skills needed to develop their writing skills and understand how they need money to go shopping, the younger children are supported to engage too as they are given opportunities to make marks in a different way. This helps to ensure that all children are making good progress. The childminder ensures that children have access to outdoor play regardless of the weather. Babies enjoy exploring nature as they are encouraged to touch leaves and observe how the wind moves the shiny spirals in

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special education needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or well-being.

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About this inspection

The inspector spoke with the childminder and parents 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: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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 .

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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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